1. No category

Title
Author(s)
Organizational health in a sample of Hong Kong
secondary schools: implications for school administration
Go, Cheung-ngai, Alfred.; 吳長毅.
Citation
Issue Date
URL
Rights
1987
http://hdl.handle.net/10722/51182
The author retains all proprietary rights, (such as patent
rights) and the right to use in future works.
Organizational Health in a sample of
Hong Kong Secondary Schools
Implications for School Administration
Go Cheung Ngai Alfred
Dissertation presented in part fulfilment of the
requirements of the degree of Master of Education
University of Hong Kong.
lI1l.!Ia'% .k
Iu
ilIl°.
1 '. '':
ii
;.-iIHI'hi9iI
, L'
i
4-
- -
-
(I)I P I ] 1! '-
1
Iii.jiÇ
tTTTIThi.j
ABSTRACT
A measuring instrument designed by Icimpston & Sonnabend
(1973) was used to assess the level of organizational health
in a sample of thirty-four Hong Kong secondary schools.
The
results showed that there was no correlation between the
nature of school and the level of organizational health.
Four groups of similarity were identified.
Three of them
showed that the ten dimensions of organizational health were
closely related.
had a
The fourth group <having one school only>
higher score
in the
"growth"
dimensions.
It
is
suggested that school administrators can make use of the
instrument to
prepare
health.
identify the weaknesses of
remedial
programs
to
strengthen
the school and
organizational
Chapter
I
Page
Introductic --------------------------------Background to the study
------------------
i
The problem ------------------------------
6
-------------------------------
7
-----------------
7
----------------
8
Hypothesis
Rat ionale for hypothesis
Significance of the study
Organization of the dissertation
I I .
---------
8
Literature Review ---------------------------
io
---------------
io
--------------------
14
Methodology ---------------------------------
25
--------------
25
------------------------
26
------------------------------
33
---------------------------------
34
The main stud ----------------------------
35
----------------------------
36
--------------
37
Results and Findings -------------------------
39
-------------------
39
Scores in each dimensio ------------------
40
--------------
73
Correlation between dimension ------------
75
Metaphors of organizat i one
Drganizat i onal health
I I I .
The choice of survey method
Survey instrument
Pi lOt study
Sampi ing
Data analysis
Assumptions and limitations
Iv.
3.
Background inforniat ion
Results of cluster analysis
ii
Cross-tabulation of cluster groups
by background informatîon
V,
----------------
76
Suimnary Conclusions -------------------------
79
-----------
79
Level of organizational health
Dimensions of organizational health
------
80
Implications for school administrators
91
Suggestìons for further research
93
Bibi iography
---------
95
Appendi ces
i o i
iii
List of Appendices
Appendix
i
Frequency tables of the background
:
informati on
Appendix
2
:
Appendix
3
:
Frequency tables of the statements - 101
List of scores of dimensions of the
respondents
Appendix
4
99
-
---------------------- 110
Correlation matrix of the statements
:
------------------ 112
in questionnaire
Appendix
Correlation matrix of the three
:
groups of dimensions
Appendix
6
------------- 117
Correlation matrix of total scores
:
of groups and. scores of
------------------- 118
its dimensions
Dendrogram of Cluster Analysis
Appendix
'7
:
Appendix
8
:
Covering Letter
Appendix
9
:
Answer Sheet
:
Questionnaire
:
Score Sheet
Appendix 10
Appendix 11
--- 119
------------------ 120
--------------------- 121
-------------------- 122
---------------------- 126
iv
Stratified sampling of secondary schools
in Hong Kong ------------------------------Table 2
Percent of response in different categories
Table 3
Frequency tables of the items in Goal Focus
Table 4
Descriptive Statistics of the items in
Goal Focus --------------------------------Table 5
Correlation Matrix of the items in
Goal Focus --------------------------------Table 6
Frequency tables of the items in
Conuunication Adequacy --------------------Table 7
Descriptive Statistics of the itenis in
Communication Adequacy --------------------Table e
Correlation Katrix of the items in
Communication Adequacy --------------------Table 9
Frequency tables of the items in
Optimal Power Equalization -----------------Table 10: Descriptive Statistics of the items in
Optimal Power Equalization ----------------Table il: Correlation (atrix of the items in
----------------Opt irnal Power Equal i zat ion
Table i2 Frequency tables of the items in
Resource Utilization ----------------------Table i3: Descriptive Statistics of the items in
Resource Utilization ----------------------Table 14: Correlation Matrix of the items in
Resource Util ization
---------------------Table 15: Frequency tables of the items in
Cohesivenes
------------------------------Table i6: Descriptive Statistics of the items in
Cohesiveness ------------------------------Table i7: Correlation Matrix of the itens in
Cohesiveness ------------------------------Table i8: Frequency tables of the items in
}!orale
------------------------------------Table i9: Descriptive Statistics of the items in
1{orale
------------------------------------Thbl 2(
Correlation atri o± the items in
Table i
:
34
36
41
:
42
:
42
:
44
45
45
:
Korale------------------------------------Table 21: Frequency tables of the items in
----------------------------I nnovat i veness
Table 22: Descriptive Statistics of the items in
Innovativeness ----------------------------Table 23: Correlation (atrix of the items in
Iunovativen --------------------------------
47
48
48
50
51
Si
53
54
54
56
5?
57
59
60
60
Table 24: Frequency tables of the items in
Autonomy----------------------------------Descriptive Statistics of the items in
---------------------------------Autonomy
Table 26: Correlation Matrix of the items in
Autonomy ----------------------------------Table 27: Frequency tables of the items in
Adaptatio ----------------------------------
62
Table 25
V
63
63
65
Table 26: Descriptive Statistics of the items in
Adaptation --------------------------------Table 29: Correlation Matrix of the items in
Adaptation --------------------------------Table 30: Frequency tables of the items in
Problem-solving Adequacy ------------------Table 31: Descriptive Statistics of the items in
Probleixi-solving Adequacy ------------------Table 32: Correlation (atrix of the items in
Problem-solving Adequacy ------------------Table 33: Cluster groups and their scores in different
dimension group ---------------------------Table 34: Comparison of means scores in dimension groups
in different cluster group ----------------Table 35: Significance due to Nain effects for
differnces between cluster groups ---------Table 36: Correlation matrix for the ten dimensions
of organizational health ------------------Table 37: Crosstabulation of cluster groups by
background i aformat i on ---------------------
vi
66
66
69
'70
'71
'72
'73
74
Chapter 1
Administering
difficult task.
functions
role
educational
Introduction
:
educational
organization
today
is
a
Increasing student enrollments, expanding
larger
education,
of
technology
staff
challenges
are
and
be
to
new
iet.
Administrative science has helped educational administrators
to meet these challanges through the study of administration
and organization.
organization
of
Administrators should be able to make use
theories
facilitate
to
their
job.
Organizational health is a concept used in diagnosing the
functioning of subsystems which relate to the abilitly to
function
effectively,
cope
to
adequately,
appropriately, and to grow within,
to
change
A sample of Hong Kong
secondary schools was selected to study the present state of
organizational health in Hong Kong schools.
Background to the Study
One
of
the
niain
approach to organization
systems which need to
satisfy
and
balance
underlying
ideas
that organizations are open
is
be
contingency
the
carefully managed in order to
internal
needs
and
to
adapt
to
When we apply this concept to
environmental circumstances,
educational organizations, change is then a fact of school
life and school administrators cannot be content to let
change occur randomly but must be prepared to manage the
inevitable succession of new conditions that will confront
them.
Thus, plans are prepared for educational changes.
i
Most
plans are designed by school
administrators for
institutional use only and are thus tailor-made to solve
institutional problems.
the higher authority
education.
However, some plans are enforced by
the development of the system of
in.
No niatter how well is the plan designed, failure
may occur in some schools while success in other schools.
In April
an Education Comiseion was set up in
1984,
Hong Kong to submit advice on educational policies to the
One of the main tasks is to co-ordinate and
Government.
monitor the planning and development of education at all
levels.
Since the establishment of Education Coimnission,
there are many innovations suggested to improve the quality
of education in Hong Kong.
These suggestions have been
listed in the Education Commission Report No.
some of then have already been implemented.
i
& 2,
and
bíore reports
are coming and these reports deal with different aspects of
the education system.
This indicates that the Hong Kong
education system is now in the era of
innovation.
administrators
education
should then
in
be
all
sectors
prepared
following few years.
for
of
the
innovations
coming
The
system
in
the
They must be able to implement these
awaiting innovations and make them successful particularly
at this time when many important changes take place in Hong
Kong.
1Iany large scale innovations emphasize on the particular
properties of themselves, the diffusion across systems and
the integration within systems.
There is little attention
paid to the dynamics and the functioning of the receiving
2
organizations.
Thus,
some
administrators
school
have
witnessed the dismal failure of what promised to be very
positive
year
fruitful educational
and.
compulsory
education
scheme,
which
is an example of this kind.
reviewed,
The nine
innovations.
is
now
under
The failure of an
educational innovation does not only lie in terms of the
adequacies
inadequacies
or
of
the
proposed
plan
but
sometimes in the lack of a healthy and viable receiving
organization.
At
the
present
moment,
there
are
many
undertaking researches listed in the Education Commission
Reports but none of them concentrate on the properties of
individual schools.
The
idea
of
organizational
health
is
related to the
notion that if any change effort is to be successful, the
system in which it is to take place must be healthy.
The
level of health of an organization is related to its ability
to achieve its goals and objectives (Bennis
Organizations,
unhealthy.
like organisms
1962>.
can be either healthy or
Unhealthy organizations may create problems for
themselves,
However
there is no distinctive boundaries
between "healthy" and "unhealthy
but a continuum of degree
of health with 'bealthy4' at one end and "unhealthy" at the
other.
In the middle zone of the continuum, it is difficult
to judge the organization whether "healthy" or "unhealthy".
Nevertheless,
the degree of health affects the degree of
effectiveness
of
the functioning processes.
Educational
administratros should provide a more healthy organizational
climate that
is conducive to optimal personal-social and
3
academic
This
learning.
professional
members
staff
prevents
burnout
feelings
of
and
among
apathy
and
indifference.
There
basically
are
categories
three
secondary
schools
Private.
Both government schools
Hong
in
Aided
Government,
Kong:
operating
of
and
aided schools are
and.
supported financially by the Government whereas the private
schools
by
which
enterprises
private
profitmaking or non-profit making.
aided
schools
the
school
may
either
be
In the government and
structure
and
personnel
are
Whereas in
tightly controlled by rules and regulations.
private schools, there is a greater degree of variability in
teacher qualifications, salary structure and organizational
structure.
Most private schools cannot afford to employ
experienced
qualified
resources available.
because
teachers
This usually
leads
of
the
limited
to
the
loss of
experienced teachers from the private schools year by year.
Therefore, we can expect that there is a difference in. the
stablility of teaching team in government, aided and private
The
Hong
Kong
Government
had
enforced
compulsory free education in the late seventies,
nine
years
Allocation
schemes are then practised to ensure every child has chance
This restricted the source of
to study in a free place.
students for the private schools.
However,
the government
buys a certain number of places from the private schools in
order to satisfy the demand for secondary places.
This also
means that those private schools who joined the
4
'bought
place scheme"
do
not have to worry about the source
o±'
students as far as the government continues to "buy' their
These schools are receiving a stable input
places,
of
resources regardless of the quality of education provided.
The government has virtually done nothing to assess and
improve their standards and it would not be surprised that
they maintain a particular organizational structure in order
to get
There
inaxiznum profits.
is
little investment
in
private schools because the Government may stop buying their
places when the supply of secondary places is greater than
&ost private schools do nt take the risk.
the demand,
It
is noticed that the number of private schools is dropping at
a fast rate in these few years(Annual Reports:
One of the main reasons is that they cannot
Department).
compete
Education
with
government
and
aided
Government stops buying their places.
schools
when
the
However, at present,
private schools still constitute about one quarter of the
total
number
of
Education
Reports:
schools
secondary
Department).
Hong
in
Kong (Annual
organizational
The
structures of government and. aided schools are controlled by
regulations and rules and are thus relatively stable unless
there is any change in the government policy.
innovations
Many
changes
or
which
affect
the
organizational structures are initiated from the Government.
A
example
recent
is
the
recruitment
of
native-speaking
English teachers to replace two teachers in some of the
government
purpose
of
and aided schools
the innovation
is
5
in
September,
to
improve the quality of
1987.
The
English teaching in Hong Kong.
many educators,
However
principals and school teachers have already pointed out that
this movemeiit will create problenis in their institutions.
They also pointed out that the Government has not yet fully
understand the characteristics of the schools before the
decision was made.
the Government has already
Therefore,
ta]en the risk.
Many studies, especially in the United States, suggested
that the analysis of the level of organizational health is
an essential process to improve the effectiveness of the
school (Bolding, 1982; Clark, 1983).
Kiinpston and Sonnabend
developed a questionnaire to assess the level
(1973)
organizational
health
and
to
relate
it
to
of
innovative
They found out that teachers in innovative schools
schools.
They alsc
viewed organizational health more positively.
found out that decision making, interpersonal relationships,
innovativeness,
autanoy and schoo1-comunity
relations
were more significant factors.
The problem
The
aim
of
this
study
is
to
analyze
the
dynamic
properties of the secondary schools in Hang Kong using the
concept of organizational health.
In this study,
a sample
of Hong Kong secondary schools was selected to analyze the
level
of
organizational
health
using
the
designed by Kimpston and Sonnabend <1973).
questionnaire
All types of
operating schools are included in the study to find if there
is any difference in the level of organizational health,
o
It
is expected that using the questionnaire
weakness can be
identified for subsequent improvement.
Hypothesis
It
hypothesized
is
that
the
level
organizational
of
health is correlated with the nature of the schools.
Rationale for hypothesis
The structure of the schools in Hong Kong, particularly
government and aided schools,
are more or less the same.
The traditional chinese culture believes that teachers have
power
over
suggestes
However,
share
students
that
school
the
same
and
the
principals
thinking also
bureaucratic
have
power
over
teachers,
principals and administrators do not all
Therefore
philosophy.
the
management
practices in different schools may be very different.
&
Williams
philosophical
(1985)
listed
out
the
major
thinking and related them to
management practice.
the
Guth
types
type
of
of
In Hong Kong secondary schools, mast
of the school's policies are set by the Management Committee
which is controlled by the sponsoring bodies.
In government
schools, policies are set by Education department.
Although
the daily administrative works are done by Principals and
senior teachers, different sponsoring bodies have dìfferent
degree of control over the Principals.
Thus, it is expected
that we can find different degrees of organzational health
among the sample of Hong Kong secondary schools.
7
Significance of the study
is found to be
the hypothesis
If
relate
the
management
functioning in school.
there
is
any
practices
true,
helps to
it
state
the
with
of
The findings can indicate whether
difference
health
organzational
in
among
different groups of schools and any relationship with the
This can lead to further
nature, age, size of the schools.
study in this field,
With an understanding of the level of
organization health, school administrators can identify the
weakness in the functioning of the organization and examine
possible
the
use
greater degrees
of
of
different
strategies
organizational
organization for innovations.
for
health to
inducing
prepare
the
This provides some guidelines
for diagnosing the school's functioning.
The understanding
of the health of the organization is also helpful in the
planning of the institutional development.
Furthermore, the
information may be useful to people who prepare plan for
large scale developments because they will have a better
understanding about the receiving organizations.
Organization of the Dissertation
The remaining part of this dissertation is divided into
four
sections,
Chapter
two
describes
framework with a review in literature.
organizational
health
theoretical
The concept of
is described and comments on this
concept will also be mentioned.
the choice of methods,
the
Chapter three explains
describes the research methodology
and the methods of data analysis.
Chapter four presents the
major
f inding
and.
data
ana1ysis
The
final
chapter
sunmiarises the main conclusions and raises implications for
school administration and. further research.
Chapter 2
:
Literature Review
anagers in different fields always try to analyze and
diagnose their organizations in order to organise them in
the
best
way
achieve
to
goals
efficiently
more
and
effectively Metaphor is used in attempting to understand one
element of experience in terms of another.
Organizations,
which are complex and paradoxical, can be understood by the
use of metaphor.
From the literature,
different ways of
thinking about organizations were developed by different
The concept of organizational health arose from
workers.
one of these views.
In the following section,
different
kinds of metaphors oÍ' organizations will be mentioned.
exploring these metaphors,
analyzing
the
level
of
By
it can be shown how the idea of
organizational
health can
be
a
practical tool for diagnosing organizational problems.
1. Metaphors of organizations
1. 1 Organizations as machines
:ax
Weber,
mechanization
who
observed
of
factory
the
and
between
the
proliferation
of
parallels
the
bureaucratic forms of organization, described bureaucracy as
form
a
organization
of
rationality,
regularity,
that
emphasized
efficiency,
precision and speed achieved by
specialization, hierarchical supervision and regulations.
Frederick Taylor's scientific management theory calls for
The workers
analysing and standardizing work activities,
are
seen
as
specialization.
part
of
a
machine
Specialization
can
and
thus
increase
require
efficiency
assembly-line technology.
created a
leads to the introduction of
This concept
drastically.
lot
These methods of production have
of human prob1es because for most people
assembly-line work is simple and. boring.
Classical management theory and. scientific management can
guide
the managers to design the best
production.
organized way of
To attain the goals with the smallest amount of
input of resources is one of the basic principles in these
approaches.
However,
examine
we
if
these
carefully,
management principles often lie at the basis of many modern
organizational
work well
The mechanistic approaches may
problems.
when the environment
is stable to accept the
products and when the workers behave as they are designed to
do.
Examples of success can be found in many franchising
systems
which
products
and
centralize
design and development
the
implementation
decentralize
in
a
of
highly
controlled way.
These
theories
guided
the
administrators
to
set
achievable goals and to organize the personnel resources
carefully to attain these goa1s
This helps to set the
"task-centred' structures of the organizations.
1.2 Organizations as organisms
Employees are human who have complex needs that must be
satisfied
workplace.
if
they
are
to
perform
effectively
in
the
The Hawthorne Studies made the question of work
motivation a burning issue.
Abraham Xaslow pioneered the
1-1
theory of motivation by presenting the human as a kind of
psychological organism struggling to satisfy its needs,
Ludwig von Bertalanffy's conception o±
general systems
theory underpins the "systems approach" to organization.
systems
the
approach,
organizations
are
open
ta
En
their
environment and must achieve an appropriate relation with
that environment if they are to survive.
It defines an
organization in terms of interrelated subsystems.
As the
whole organization is defined as a system, the other levels
within the organization can be understood as subsystems.
The
open
system
theory
emphasizes
on
the
congruencies
between subsystems and integration of different kinds of
task within the same organization.
The organic approach emphasizes on the coordination of
the internal subsystems in arder to maintain the functioning
of the organizations.
This approach set the requirements
for procedures to allow flow of information between and
within subsystems, balance of power between subsystems, to
maintain cohesiveness of the subsystems and also keep high
morale in the organization.
1.3 Contingency theory
The open system approach allows managers to break free of
bureaucratic thinking and to organize in a way to meet the
requirements of
the environment.
Tom Burns and G.
Stalker established the distinction between
K.
'mechanistict
and 'organic' approaches to organization and management.
It
is then possible to identify a continuum of organizational
12
forms from mechanistic ta organic.
1!adern studies by Paul
Lawrence and Jay Lorscb showed that styles of organization
may need to vary between organizational subunits because of
the
detailed
characteristics
their
of
subenvironments.
These ideas give rise to the questioning about the nature of
organizational
efficient
species
than
which
others
are
environmental
different
in
and
effective
more
circumstances.
Burrell and Morgan (1979) viewed
as
with
congruent
interpreted
organizational
These subsystems should
structural, and managerial nature.
congruent
in
order
interrelated
of
human or cultural, technological,
subsystems of a strategic
be
They
subsystems.
consisting
organization
the
a healthy organization
to
adapted
be
to
environmental
conditions.
The task of successful organizational change or
development
is
alignment
so
to
bring
that
the
into
variables
these
organization
closer
fulfil
can
the
Living organisms
requirements posed by the environment,
achieve a state of harmony that fit the environment as a
result
of
Similarly,
evolution
this
and
incongruence
an
is
conflict
and
endless
process.
occur
often
in
organizations, there are usually many problems to keep the
administrators busy.
Since the development of the organization is an endless
process, the organization must be able to grow in order to
survive.
This
organizations.
sets
the
Procedures
"growth"
should.
requirements
be
set
problem-solving ability and high adaptability.
13
to
for
the
ensure
the
2. Organizational Health
Bennis (1962> viewed organizational health as a critical
dimension of organizational functioning which had several
adaptability
aspects:
test
reality.
sense of
identity and capacity to
organizational
Thus,
health
irid.icates
a
dynamic state which has growth potential and. is capable of
purposive
Bennis
action.
suggested
measures
three
to
analyze organizational health:
capacity
(i)
organization
to
detects
test reality
perceive
and
can the
how well
-
interpret
the
real
properties of the environment.
<2)
identity sense
-
how well
do
the
organizational
members understand and share the organizational goals.
(3>
adaptability - how well do the schools change with
societal demands,
2l Miless model of organizational health
1'[iles
(1971>
conceptualized
the
organizational
health
idea as a systems approach for examining key organizational
variables that influence change,
According to Miles <1971),
an organization*s health is composed of ten interrelated
factors:
1.
the
A focused goal - It is the ability of those within
organization
to
clearly
organizationts objectives.
perceive
accept
the
Some teachers may not be aware
of the presence of the schools goals,
innovations.
and
especially in the
Even when they know, they may not think that
these goals are achievable.
If they think that these goals
14
are not achievable, they may set their own goals which they
think are achievable,
It is essential that the teachers are
kept up-dated in their knowledge of the school's goals and
make efforts to discuss these goals.
2.
Adeguate
communication
-
It
the
is
state
when
information is relatively distortion-free, and travels both
vertically and, horizontally across the boundaries of
organization.
Communication is a crucial factor to ensure
the success of' plans.
the necessary
pathway
The school administrators must give
information.
receive
to
pathways
the
should
be
the
school's activities.
teachers and open the
the
feedback
also
community so that
to
information.
set
Sufficient
with
communicate
to
public can be made aware
of
the
the
The school can also detect the need cf
the environment and know the resources that are useful to
the school,
3,
Optimal
relatively
power eguality
equitable
-
It
distribution
is the state when a
of
influence
subordinate and superior is maintained,
shared
by
the
superior
and
between
Power should be
When
subordinates,
the
subordinate bave the power with the superior, they will be
encouraged
to
participate
in
decision
making
process.
Increase participation helps to improve the organizational
climate.
4,
The ue of resources - The ability to coordinate and
maintain
incoming
resources,
particularly
effectively and with a minimal sense of strain.
personnel,
A very high
percentage of economic resources is allocated to the salary
15
of teachers and other staff.
it is essential to
Therefore,
ensure that the right person is doing the right job.
5,
Cohesiveness - The organization has a clear sense of
identity.
Its members feel attracted to membership in it;
they want to stay with it,
be influenced by it,
their own influence within it.
maintaining
the
and exert
This state is essential for
organizational
structure
for
effective
functioning.
6.
Norale - Being a part of the organization fosters
feelings of well-being, satisfaction and pleasure.
The idea
of morale is a suminated set of individual sentiments which
are centring around feelings of well-being, satisfaction and
pleasure.
It
is one of the important factors that keep
teachers work under pressures and demands.
7,
Innovativeness - The organization allows its members
to be inventive,
creative,
healthy system would
diverse and to take risks.
tend.
inventing new procedures to
to
maintain
its
cope with the
function
internal
A
by
and
external demands.
8,
Autonomy - Members of the organization can maintain
its ideals and goals, as well as meet needs, while managing
demands from outside the organization.
It is important that
the organization does not respond passively to demands from
outside and becomes the tool of the environment,
It should
remain as a kind of independence from the environment and
response as determinative of his own behaviour.
9,
Adaptation - Those within the organization have the
ability to tolerate stress and to maintain stability while
coping
with
the
demands
When
environment
the
of
the
environnient&1 demands and. organizational resources do not
match,
problem-solving procedure
a
occur
correctuve changes in organization.
to
bring about
The corrective change
cycle does not always occur in -the same speed as the change
cycle
the
of
environment.
should have the ability to
Therefore,
the
organization
maintain its stability in
the
changing process.
io.
Problem-solving adeguacy- Members of the organization
have the ability to perceive problems,
with minimal energy.
The problems stay solved,
problem-solving
mechanisms
maintained
strengthened.
and
and to solve thorn
organization
the
of
The
and the
organization
conceive of its own operations as beîng controllable.
are
would
It
would be in a state of actively coping with problems but not
withdrawing or denial.
The
first
three dimensions
<goal
focus,
communication
adequacy and optimal power equalization) are tasked-centred.
They deal with organizational goals,
the transmission of
messages and the way of decision making.
These dimensions
are usualy set by formal organizational structures.
the classical management theories,
s in
procedures should be
designed to ensure the processes take place with minimal
energy input but high effectiveness.
The
next
three
dimensions
(resource
utilization,
cohesiveness and morale) deal with the internal state of the
system and the maintenance needs of the inhabitants.
17
These
dimensions
are
set
bath
organizational structures.
fora1
by
and
informal
The interpersonal relationships
between members of the staff become important factors.
The
last
four
dinensions
autonomy
(innovativeness,
adaptation and problem-solving adequacy)
deal with grow±h
and changefulness.
These dimensions are related to ideas of
system approaches.
The organization must be able to grow in
order ta survive.
The evolutionary process of organizations
is an endless process,
and
state
the
ability
the organization must possess
Thus
are
which
essential
for
growth
purpose.
In
Xiles
arguments,
if
one
factor
of
organizational
not functioning properly in a school,
health is
it
may
interact with other factors and create problems for the
Chulders (198e> argued that if a teacher did
entire school.
not clearly understand the school's goals, this might create
barriers
effective
to
and
organizational
the teachers might feel
As a consequence
cozamunication.
uninformed,
interpersonal
thought that no one appreciated their efforts,
and communicated misinformation to the students, parents or
other teachers.
As a result, low staff morale, poor public
relations occurred and the teachers might have a feeling of
being powerless to change the system.
The
idea
of
organizational
health
is
developed
and
related to the notion that if any change effort is to be
successful, the system in which it is to take place must be
healthy.
Tbus
developing
and
maintaining
a
healthy
organization are
probably the
moet
important aepects
of
promoting change within the school.
2.2 The special case of educational organizations
The education system in the world has grown rapidly for
several decades.
a
stable
protected
compulsory.
way
from
It receives enormous economic resources in
year
by
failure
year.
by
In
the
many
law
countries,
that
make
it
its
is
use
Miles pointed out several properties that make
schools different from the industrial organizations where
the concept of organizational health arose.
j_,
the
Goal ambiguity - The difficulty in the measurement of
effectiveness
of
particular
role
occupants
in
educational organization makes it difficult to specify the
organizational goals precisely.
Tfnmeasurable educational
output seems to be a fairly durable feature of educational
organizations.
Together with the input variability,
it is
difficult to evaluate the effectiveness of the educational
processes.
2.
Input variability - Both the variability in student
ability and teacher performance cause
considerable stress
The rapid expansion process
in educational organizations.
of the educational system makes the problem more serious.
It has now been a public responsibility to accept children
of a very wide range of ability and motivation in their
studies.
Similarly,
variability in teachers'
also becomes more serious because range
19
cf
performance
intellectual
ability,
interpersonal ski11
knowledge of subject matter
among teachers is a10 very wide.
Role performance invisibility - The role performance
3,
of teacher in the classroom is commonly invisible to the
superior.
Even when there are class visits, it is difficult
to assess the performance of a teacher by a few visits.
Although students can observe the quality of a teachers
execution of his role,
they are usually not allowed to
comment on this.
Low interdependence - Teachers are usually assigned to
4.
teach one subject matter to several classes by their own.
There
is little effect on other teachers'
fails except in a diffuse, blaming sense.
work when one
Team teaching can
be a method to increase interdependence but is not common in
In industrial organizations, specialists
secondary schools.
may be organized in different separate divisions but their
performance in different divisions can be assessed by their
products.
then
be
The effects of one division on the others can
estimated.
measurements of
difficult
to
Without
a
rapid-available
the teacher's performance,
increase the
interdependence
it
is
output
rather
in educational
organizations.
,
Vulnerability - Educational organizations are open to
comments
different
from
include parents,
many others.
property,
sectors
past students,
of
the
employers,
society,
which
politician and
Schools are dealing with extremely valuable
the children,
who give information of how they
have been treated to their parents or the comaunity.
AiJ
This
may
tend
organization
6.
reduce
ta
committee
find
iTay
problems -
control
the
educational
Nembers of
may not be
the school
of
echool for many years.
managers
of
harply.
kay-professional
inanagenient
autonomy
the
the
inside a
In ters of expert knowledge, school
behind
himself
the
capabilities
of
Since the school is an
particular teacher in the school,
organizaiton with high portions of professionals
subject
teachers are usually the only expert in their fields.
'
Low technological investment - A very large portion of
the economic investment goes to the salary of teachers but
only a small fraction for equipment and materials,
This
hinders the adaptation of the school to new technological
needs.
The consequence is that social transaction but not
social-technical
becomes
transaction
the
major
mode
of
organizational production.
Weick (1976)
educational
used. the term "ioose1y coupled" to describe
organizations
activity and activity
having
disconnected
technical
is disconnected from its effects.
In
Hong Kong, the structure of schools and even employment of a
teacher are tightly controlled by rules and regulations.
Educational
are
organizationals
bureaucracies by the
controls the size,
political
organized
sytem.
structure of schools,
as
large
The Government
the qualification
requirements and salary structure of teachers,
Therefore,
the formal structures of government and aided schools are
basically similar.
However, the internal activities are not
standardized and are thus often institutionalized because of
21
the d.ifference
in personnel in different schools.
the formal
structure
linked.
From this concept,
Then,
activity in school are
and.
it
loosely
is not surprising that
schools with exactly the sanie kind of formal structure often
have
differences
performance.
in
their
properties
dynamic
and
The dynamic properties are greatly affected by
the degree of supervision which demands for conformity to
bureaucratic rules.
Guth & Williams <1985) pointed out that
the philosophical orientation of the school administrators
affects management practice and thus led to difference in
the school climate,
Cheng (1986) also found that leadership
styles affect organizational climate of the schools in Hong
These two factors both affect the effectiveness of
Kong.
schools.
2,3 Some comments on
iles's model
1'!iles's model is not easy to be accepted because of the
arguments on the ten dimensions.
adequate'
communication?
One may ask
What
:
morale?
is
"What are
What
is
equalization of power? How can power balanced and not lead
to a stalemate?"
However, researches on the functioning of
the ten dimensions supported Miles's idea.
(l98>
recommended
that
the
school
Herlihy & Helihy
administrators
could
improve their relationships with teachers by understanding
that they have power with,
not power over, their teachers.
Students participation could enhance curriculum development.
Xiles's model focuses an the organizational structures
and
the
human
factors
involved
are
22
in
abstract
terms.
Procedures are emphasized but th
perana1itie8 and. skills
of the principal and teachers are not included.
From the literature survey,
it is found out that
'!iles's
model of organizational health is more widely accepted in
the United States but not in England.
Eric Hoyle emphasize
that,
in Britain, organizational health is likely ta be as
much
ari
outcome
of
leadership
the
style
personalities and skills of the teachers.
as
the
of
He argued that
head of a British school traditionally had a high degree of
authority, and his attitude towards innovation is likely ta
be crucial.
Whereas John Childers said it was the duty of
the school principals to create a healthy organizational
climate that
is conducive to optimal personal-social and
academic learning.
2.4 Induction of organizational health
The concept of organizational health has become the focus
of
attention
of
organizational
reearchers
many
in
Professional
development.
field
the
of
literature and
research papers suggest that school climate is an important
factor that
Cheng,
(1983)
affects school
effectiveness
Childers (1985),
1986).
pointed
that
out
a
(Hopkins,
1985;
Hopkins <1985) and Clark
healthy
organization
prerequisite for the success of innovations,
is
a
Clark (1983)
stated that the effectiveness of a plan for change depends
on the level of organizational health of the school than the
adequacy of the plan.
health
was
thus
Miles's concept of organizational
quantified
23
by
developing
measuring
instruments
These measuring instruments cannot be very
precise but serve as an indicator far improvement.
suggested
workers
crganizaticnal
actions.
methods
health
and
for
assesing
prcvided.
level
pcssible
help
cf
remedial
Kimpstcn and Scnnabend (1973> designed a set cf
queticn.naire to assess crganizaticaal health
Childers
Several
(1985)
school
schac1s
in.
outlined a series cf procedure which can
administratcrs
crganizaticnal health.
ta
imprcve
level
the
These wcrlters accepted
îles
cf
model
and tried to analyze the listed ten dimensions and suggest
It is the purpose of this
remedial action for improvements.
study to use one measuring instrument to assess the presence
state
of
secondary
organiztional
schools
and
health
to
in a sample
raise
of
implication
Hong Kong
for
school
administration by using Miles's concept cf organizational
24
L The choice of survey method
In this study, postal questionnaire was used to collect
view on the
This survey was to explore the teacbers
data.
functioning of their schools,
The population included all
the secondary schools in Hong Kong which bad. a total number
of 424 schools
There are three categories of operating
By stratified sampling, 1% of each
and private schools.
category was selected in the study.
This had a number 0±'
Because of the limited resources
more than sixty schools.
postal questionnaire was used to save time and
available,
labour.
aided
They are government
secondary schools in Hong Kong.
The population was also scattered in all districts
in Hong Kong and thus it would require plenty of time for
making
travelling
and
appointments
were
interveiws
if
This is the second reason for choosing postal
conducted.
questionnaire
respondents
to
the questionnaire asks the
Since
method.
functioning
the
describe
their
of
The
interviews cannot assure reliability.
institutions,
own
respondents niay be worried to tell the truth to a stranger
This
and let him know how they viewed their own schools.
may
be
embarrassing
questionnaire
degree
choosing
also
allows
the
intra-institutional
of
the
answers
which
information.
25
to
respondents
disscusian
may
lead
pastal
The
interview.
an
during
have
when
to
more
they
some
are
correct
2. Survey instrume
The questionnaire consisted
one
consisted
of
a
of two sections,
few questione asking
Section
for background
information about the respondent and some features of the
operating school,
These included the sec,
qualification,
teaching experience and position of the respondent, the age,
size, and type of the operating school.
Section two of the questionnaire was a set
statements
designed
by
Sonnabend
&
Kixnpston
fifty
of
(1973>
measure ten dimensions of organizational health.
They built
tentative banks of statements for each dimension.
banks
were
the
specificity,
scrutinized
general
applicability.
They
professional
by
reability
finally
and
formed
statements for each dimension.
These
people
meaning,
a
to
list
for
and
five
of
For each statement.
the
respondents were required to choose a correct answer on. a
four-point
scale
(strongly
agree,
disagree and strongly disagree).
mildly
agree,
mildly
For each statement,
score scale may be either 4-3-2-i or
score represents a healthier state,
i-2--3-4,
the
A higher
The statements of each
dimension were blended with other statements and a score
sheet was used to calculate the score for each dimension.
The wording of the statements were slightly modified after
the pilot study to make them more appropriate to Hong Kong
situation.
The
statements
used
in
the
follows:
26
study
were
described as
2. 1 Dimension 1
Goal Focus
The five statements used in the study were:
i. "Efforts are niade to dicu this school's goals.R
2. "The goals of this choo1 are seen as achievable by
teachers."
3. "Teachers view school goals as appropriate."
4. "Teachers are unaware that goals exist for this
5,
"There
is
a general
agreement
by teachers as to
appropriateness of the school goals."
These statements explored the awareness (statement 4)
appropriateness (statement 3), achievability (statement 2)
and agreement (statement 5) of the school's goals as viewed
by the teachers. Statement (1) explored the procedure for
discussion of the schoo1s goals by teachers.
2.2 Dimension 2: Communication Adequacy
The five statements used in the study were:
i, The school administration provides need information
to the
staff.1
"Teachers feel that coiumunication lines are open with
the school administration."
public is made aware of the school's
3, "The
2.
activities."
4.
"Procedures for communication with the community have
been established."
27
5.
"Most teachers make an effort to communicate with the
administration."
Statement
1) explored the flow of information from the
administration to the subordinate.
Statements
(2) and (5)
explored the flow of information from the teachers back to
the administration.
The other two statements explored the
communication with the community.
2,3 Dimension 3
:
Resource Utilization
The five statements used in the study were:
1.
"Teachers
are
aware
instructional
of
resources
available to them within the community."
2.
"The right person is doing the right job in this
school ."
3
"Resource personnel available
in the community are
utilized in this school,"
4,
"The strengths of the teachers are utilized in this
school ."
5,
"There is no opportunity for teachers to grow and
develop professionally in this school,"
Statements
resources
(i)
available
and
(3)
to
explored
schools
the
within
utilization
the
of
community.
Statements (2) and 4 explored the utilization of personnel
resource within the schools.
professional
environment,
development
Statement
of
teachers
(5) explored the
within
school
2.4 Dimension 4-
Optimal Power Egualization
:
The five statements used in the study were:
j_.
"Decision
making
in
this
could
school
be
best
described as democratic."
2.
"Students are involved in decision making in this
school .
3,
"In
general
opinions
teachers'
are
valued
in
decision making."
4,
in this school may assume leadership
"Any teacher
responsibilities."
5.
"Decision making in this school could be described as
undemocratic,"
These statements explored the decision making process in
schools,
Statement (2) explored the degree of participation
by students.
Statements
<l)
<3)
and
<5>
explored
the
degree of participation by teachers and degree of influence
between superior and subordinate.
Statement
(4)
explored
the leadership responsibilities of teachers.
2.5 Dimension 5
:
Cohesiveness
The five statements used ìn the study were:
i,
"There
is
a
feeling
of
togetherness
within
the
school ."
2,
ItTeachers value their professional association with
this school,"
3,
"The school is unresponsive to many problems."
4.
"Many school problems are solved by group action,"
5.
"kost teachers would rather teach in this school than
someplace else,4'
Statements (2> and (5) explored the sense o± identity in
teachers.
Statement (1> explored the feeling of attractìon
to membership of the school.
the degree
Statement (3) and (4-) explored
influence exerted by teachers in problem-
of
solving procedures.
2.6 Dimension
ô
Morale
:
The five statements used in the study were:
j_.
willingly
"Teachers
spend
time
after
school
with
student."
2.
"There is generally a pessimistic atmosphere in this
3,
"Teachers enjoy getting together informally."
4-.
"Many teachers attend school social functions."
5,
"The teachers in this school enjoy their work."
Statement
<1) explored the sense of satisfaction in the
working relation with students.
explored
Statements
overall
the
and
<3)
satisfaction
<4)
the
in
working
Statements
atmosphere
:
and
in
schools.
(5)
explored the state of pleasure and
formal
and
informal
schools.
2.7 Dimension '7
(2)
Innovativenes
The five statements used in the study were
30
structures
of
I.
"Teachers
are
williiig
2.
"Teachers
in
this
to
innovations
try
school
new
present
in
this
ideas
for
improvement."
3,
"Innovativeness is uncharacteristic of this school"
4,
"Ideas for improveniep.t generally receive support in
this school."
5.
"A climate of experimentation pervades this school,"
Statements <1),
(3) and () explored the degree of risk-
taking in schools.
Statements
degree of allowance for teachers
2.8 Dimension B
:
(2)
and
explored the
(4>
creativity and influence.
Autonomy
The five statements used in the study were
1.
"Action taken in response to community requests is
based upon professional knowledge."
2.
"Teachers feel threatened by community pressures.4'
3.
"Community requests receive little attention In this
school .
4.
"Teachers
this
in
school
given
are
considerable
latitude in carrying out instruction. '4
5,
"Teachers are protected from unreasonable community
and parental demands."
Statements
ideals
under
constraints.
(1)
the
and
(4)
explored
the
community pressures
Statements
(2),
31
(3)
and
maintenance
of
and administration
(5)
explored the
procedures
of
receiving demands
from outsides and their
pressures on teachers' work.
The five statements used in. the study were:
"A deterrent to change in this school is the stress
1.
which accompanies that change."
"Feedback information is utilized in conducting and
2.
sustaining change in this school,"
"Educational changes are generally made in our school
3,
without sufficient study and preparation."
4.
"This school has an. ongoing plan for facilitating."
5,
"It is difÎicult to change anything in this school."
Statements (1) and (5> explored the ability of school to
tolerate
change.
Statements
(2)
and
(4)
explored
stability of schools under the changing process.
(3)
explored the procedures for
the
Statement
implementing educational
innovations.
The five statements used in the study were:
1.
"Problems are not ignored in this school."
2.
"Teachers's opinions are solicited but seldom used in
this school."
3,
"The
school
has procedures for identifying school
problems."
32
4.
uSo1ution
to problems are actively sought from the
teachers."
5,
"In our school,
procedures have been established to
evaluate out effectiveness in resolving school problems."
Statements
schools
to
(1)
and.
perceive
explored
the
explored
the
explored
(3)
Statements
problems.
problem-solving
procedures
procedures
the
mechanism.
evaluating
of
in
and
(4)
Statement
()
(2)
problem-solving
effectiveness.
3, Pilot Study
The questionnaire was discussed with students of L Ed.
course
()!anagement
school
principals or experienced teachers holding senior
posts.
Opinions,
elective,
based
HKU)
1987,
either
were
understanding
the
on
who
the
of
properties of their own schools and the special features of
Hong Kong education system,
were
collected and used
guidelines for amendments to suit local situation.
as
It was
found that some original statements described a different
organizational
situation.
structure
However,
which
did
a slight change
not
fit
Hong
Kong
in. the wordings made
the statements suitable for the purpose of the study.
After the first amendment,
to eight experìenced teachers
the questionnaire was given
and.
the data was analysed.
Their opinions were also received and a second amendment was
made to give the final draft of the questionnaire.
some statements were changed and modified
33
Since
the results
obtained
from
the
pilot study were
included
not
in
the
analysis of the main study.
4. Samp1ing
in Hong Kong can be
The secondary schools operating
classified into three categories according ta the supporting
bodies
government,
-
categories
do
not
aided
have
(Government, 8.5%; aided
Sînce
dIfferent,
of
private.
equal
share
These
the
in
three
system
66.3%; private, 2,2%).
philosophies
the
categories
a
and
of
secondary
management
schools
are
three
these
in
possible
to
be
stratification is used to increase precision.
Different categories can be adequately represented in the
sample.
Due to the small population size in the government
secondary schools, a value 0± fifteen percentage
proportionate stratified sampling.
in
the
percentage
However, the differences
return
of
is used in
made
the
sample
disproport i anated.
Table i
Stratified sp1ing of secondary schools in Hong Kong.
Selected
Percent
36
6
16.7%
Aided schools
281
43
15.3%
Private schools
107
16
15,0%
Population
Size
Government schools
(1nforation of population size was obtained from Education Departaent)
34
Lists o±
schoo1s
school were
nade for different categories 0±
Sampling was done with the aid of a random number
Due
table.
to
the
in government
population size
small
this
schools, a slightly higher percentages was selected in
category.
,
The nain Studv
5.1 Dispatch of questionnaires
A total number of
principals by mail.
5 questionnaires were sent ta school
Together with the questionnaire,
the
followings were attached:
A
i,
study,
covering
letter
describing
purpose
the
of
the
requìrements for completing the questionnaire and
date of return.
2.
A self-addressed, stamped envelope for the respondent
to return the questionnaire directly to the researcher.
The principal was asked to give the questionnaire to
one experienced member of the staff,
The respondent was
asked to return the completed questionnaire directly to the
researcher using the self-addressed envelope.
5,2 Return of questionnaires
32 questionnaires were returned by the due date
questìonnaires were received a week later.
and 2
There were 6
unanswered questionnaires returned with notes saying that
they were too busy to help.
Thirty-two questionnaires were completely answered and
two questionnaires bad missing answers
'J
for the academic
qualification
and.
teaching experience o±
the respondents
All of them were included in data analysis.
The
percentage
government
of
schools
return whereas only 2% of
private school group.
Percent
had
a
highest
return in the
The details are list in table 2.
Table
2
of response in different ctegcries
Na. of return
sent
% of response
6
5
83.8
Aided
43
25
8,1
Private
18
4
25O
Total
6
34
2.3
Government
.
category
Data Analyí
The answers in section one was coded for preparation of
the use of computer programs.
The responses in section two
were converted into scores by the help of the score sheet.
The scores were
entered. into the data file of the computer
program.
The
SPSS/PC.
softwareZStatistical
Program
for
Social
Science/Personal Conputer) for the IBt PC was utilized for
data analysis.
The
tDESCRI?TIVE1'
procedure was used to
compute the mean and standard deviation.
procedure
was
used to
construct
The "FREQUENCY"
frequency tables.
The
"LIST" procedure was used to show the result of calculated
scores
of
each
organizational
dimension
and
the
health in each 'schooL
tot1
scores
of
The "CORRELATION"
procedure was used to find out the correlation coefficient
between the different variables.
wa
The "CLUSTER" procedure
used to find out groups with similarity,
The "CROSSTAB"
procedure was used to cross-tabulate cluster groups with
background information and scores in different dimensions of
organizational health.
"ANOVA" procedure was used to find
out the effect of background of the respondents and schools
on the level of organizational health by calculating the F
va 1 u e.
6. Assumptions and Limitations
6.1. Assumptions
It is assumed that the respondents have the ability to
observe and describe their own institution,
They are also
able to choose a correct answer from the scale provided.
It is assumed that the accuracy of the response is not
affected
by
the
difference
in
the
demographical
characteristics of the respondents.
.2 Limitations
There is little internal validity for not manipulating
the control variables.
It is assumed that random sampling
of the subjects will control for some variables among the
groups of samples.
37
There
was
no
opportunity
far
respondents
the
supplement answers when they thought the statements
to
were
unclear.
There
was
a
great
difference
in
the
response in different categorìes of schools.
percentage
of
The respond
rate was high in the government group and low in the private
group.
Some schools returned the unanswered questionnaires
and said that they had no time or they were not interested
to answer.
From the replies of the principals, there were a
lot of questionnaires sent ta them in the few months when
this study was carried out.
One view from a principal said
that the questions were too sensitive to answer because they
tended to describe the nature of the school in good and bad
These led to the disproportion of the sample and
ways.
made
generalization
Because
unappropriate.
of
the
sensitivity of the statements, non-response cannot be simply
ignored.
The non-response in the private school group was
highest in percentage, the biasing effect would be greatest.
Whereas in government school group,
the high percentage of
response made the biasing effect smallest.
I.I
LJ
.L
c..lc g.r.Q ur.
.
.
.
a . tj .
g
.
Backround. infpriatjpn o
1. J
p
pç
ç.f
:.Qfl .
respondents
74% Df respondents were male and the other were female,
Only 32% of them were trained, degree holding teachers and
most of the others were untrained, degree holding teachers.
About
O% of them had teaching experience of 6 to 20 years.
35.57Q Of them had experience less than 6 years.
three principals in respondents.
There were
Ten of them were teachers
and ten of them were department heads.
The remaining eleven
of them were holding senior post excluding department heads
and principals.
sample
These results showed that the respondents
was diversified
ín terms
of
position and academic qualifications.
teaching experience,
However,
it is clear
that most of them were male.
1.2
Background information of schools
74%
of
them
were
aided
schools,
i5%
of
them were
government schools and the remaining were private schools.
About 90% of them were co-educational, grammar schools.
4-4%
of them were over 21 years of history, 26.5% were 6 - 10
years old and 18% were 11 -15 years old,
53% cf them bad
18% of them had size smaller
students size of 901 - 1200.
and 29% of them had size greater than this range.
3% of
them were sponsored by religious bodies arid 38% of them by
other non-profit making bodies.
39
Goal Focus
2. 1
About 60% of the respondents agreed that there was
awareness of school's goals,
agreed
that
there
was
However,
general
a
appropriateness of the school goals.
an.
only 47% of them
agreement
to
the
There was only 44% of
the sample had niade efforts to discuss the school's goals.
There is about 34% of the sample disagreed with the teacher
awareness of the school's goals.
This is correlated with
the teacher's views on. the appropriateness of the schoals
goal.
The average scores
in.
these dimensions were
similar.
The correlation coefficients between. different statements
were
high except
for
the
pairs
(7)-(29)
and
(38>-<43),
There is low correlation between. the discussion. of schools
goals or awareness of them with the teacber& views on. the
appropriateness of these goals.
There is a high correlation
between the discussion. of schools goals and teacherst views
on the achievability of these goals.
A high correlation.
coefficient was alse found between. items <29) and (43> since
they were dealing with the same thing.
7.
'Ef forts are made to discuss this schoa1s goals."
Frequency
Strongly Agree
I'!ildly Agree
!ildly Disagree
Strongly Disagree
2
13
12
7
Percent
5.9
382
35.3
20.6
is, "The goals of this school are seen as achievable by teachers."
Frequency
Strongly Agree
Mildly Agree
Uldly Disagree
Strongly Disagree
2
17
13
2
Percent
5.9
50,0
38.2
5.9
29. "Teachers view school goals as appropriate."
Frequency
Strongly Agree
lüldly Agree
1{ildly Disagree
Strongly Disagree
2
18
12
2
Percent
5,9
52.9
35.2
5.9
38. "Teachers are unaware that goals exist for this school."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Percent
6.8
26,5
55.9
8.8
3
9
19
3
43, "There is general agreement by teachers as to the appropriateness of
the schools."
Frequency
Strongly Agree
wildly Agree
Mildly Disagree
Strongly Disagree
i
15
16
2
41
Percent
2,9
44.1
47.1
5,9
Ltens
7
18
29
38
43
Average Score
2.50
2.56
2,59
2,65
2.44
18
Items
,5632**
7
18
29
38
Standard Deviation
.61
.69
.69
.76
.65
29
.3529
,6O24*F
38
-. 4282*
-.4282e
-,5615**
43
.437O
.4963*
,6005**
- . 3733
*
0.01 signficiant level
0.001 significant level
2.2
Communication adegu
74,%
of
the sample agreed that administrative staff
provided needed Information to the staff.
Since the flow of
information from the superior to subordinate is essentially
task-oriented arid compulsory, it is not surprised to find a
high percentage. Hawever, only 59% of the sample agreed
that there are conuuunication lines open for the flaw of
information from the subordinates to the superior. In fact
this kind of information is usually either comments or
suggestions which seine administrative staff do not veiw them
as an urgent or essential matter.
About 50% of the
respondents agreed that there were procedures for
communication with the community and the same percentage
agreed that the public was made aware of the school's
activities.
The average score was highest for item (4) and lowest
There seemed to be low correlation between
this dimension.
Higher correlation
coefficients were found between the pairs (4>-(3O) (4)This showed that the effort
(44), (19)-(44), (30)-(44).
made by teachers ta communicate with the administration was
correlated ta the openness of other communicative pathways.
The procedures of disseminating information to teachers by
for item <39>.
items within
the administration was also correlated to the awareness of
school's activities by the public.
4
"The school administration provides needed information to the
staff"
Frequency
Strongly Agree
'!ildly Agree
LLldly Disagree
Strongly Disagree
8
17
B
Percent
23
O.O
23.5
2.9
i
19. "Teachers feel that comnunication lines are open with the school
administration.."
Frequency
Strongly Agree
Mildly Agree
l'!ildly Disagree
Strongly Disagree
3
17
ii
3
Percent
8.8
50.0
32,4
8.8
30, "The public is made aware of the school*s activities."
Frequency
Strongly Agree
Agree
lildly
!fildly Disagree
Strongly Disagree
i
16
15
2
Percent
2.9
47,1
44-.1
5.9
39, "Procedures for communication with the community have been
established."
Frequency
Strongly Agree
lt!ildly Agree
wildly Disagree
Strongly Disagree
i
15
15
3
Percent
2.9
44.1
44.1
8,8
44., "Xost teachers make an effort to communicate with the
administration. «
Frequency
Strongly Agree
)Iildly Agree
Mildly
Disagree
Strongly Disagree
i
17
13
3
Percent
2,9
50,0
38.2
8.8
rtems
4
19
30
39
44
Average Score
294
Standard Deviation
,78
.78
.66
.70
.71
2.59
2.4?
2.41
2,47
I tenis
Items
19
4
.3578
1g
30
39
30
.4682*
.2681
39
.1572
.3180
.2878
44
.4388*
.4157*
.4191*
.
0.01 signfician.t level
** 0,001 significant level
0252
2.3
Optimal power egua1j
91% of
the respondents stated that studente were not
involved in the decision making process in their schools.
68% of the sample disagreed that any teacher could assume
leadership responsibilities regardless o± the ±'act that any
teacher had already been a power leader in the classroom.
About 50% of the respondents agreed that their schools could
be described as democratic but about 25% strongly disagreed.
5ô/ of the respondents agreed that teachers
valued
in
decision
making
while 1% of
opinions wore
them.
strongly
disagreed this description.
The average score for item () was the lowest among all
other items.
For
iteix
(5)
and
(40),
there were higher
values of standard deviation than other items.
Items () and (40> belong to the same
high correlation coefficient of
high reliability of
the
items.
-. 83
ideas
they bave a
and this reflects a
There
was also a
high
correlation between the utilization of teachers' opinion in
decision making and theviews of democracy in schools when
we examined the correlation coefficient between the pairs
(5)-(20) and <20>-(40).
However, item 31 seemed to have no
correlation with all other items in this dimension.
46
5, "Decision naking in. this school could be best be described as
deniocratic,
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Percent
11.2
38.2
4
13
8
9
23.
26.5
6. "Students are involved in decision making in this echad.'4
Frequency
Strongly Agree
Í{ildly Agree
(ildly Disagree
Strongly Disagree
Percent
0.0
8.8
35,3
O
3
12
19
55.9
20. "In general, teachers' opinione are valued in decision making."
Frequency
Strongly Agree
Mildly Agree
'!ild1y Disagree
Strongly Disagree
31_. "Any teacher in this school may assun
Frequency
Strongly Agree
Mildly Agree
11ildly Disagree
Strongly Disagree
Percent
14.7
41.2
29.4
14.7
5
14
10
5
i
10
21
2
leadership responsibilities."
Percent
2.9
29.4
61.8
5.9
40. "Decision making in this school could be described as undemocratic."
Frequency
Strongly Agree
leIildly Agree
wildly Disagree
Strongly Disagree
9
7
13
5
47
Percent
26.5
20.6
38.2
14.7
Items
Average Score
Standard Deviation
5
235
1.01
6
1.53
2,59
2.29
2,59
.66
.93
.63
20
31
40
1,05
I teme
Items
6
5
S
5722*
20
,ß494**
,5399**
20
31
31
.1653
.2696
-,8308*
-.5061
- , 0306
- . '722Th
4.0
- , 1325
* 0,01 signficiaut level
" 0.001 significamt level
48
4-
,.e
t Uz :t
c
50% ot
the repcndent
did not agree that
pereon was daing the right jcb.
with
the
item describing
healthy organization,
idling.
the right
This item le correlated
teacher&
development.
people should not
a
overload nor
be
People may be working very hard
In
but they do not
feel that they are working against themselves.
They will
have a sense of growth and development when they are in the
process of making organizational contribution.
Therefore,
when a teacher viewed that the wrong person is doing the
job, he is probably not having a sense of development.
62%
of the respondents agreed that the strength of the teachers
was utilized.
utilized.
The resources outside the school can also be
About
70%
agreed
teachers
that
are
using
instructional resources and schools are utilizing resource
personnel available to them in the community.
The average scores for items
where
it
was
low
for
correlation between iteis
itenis
(25) and (34),
item
(25)
(14)
(25).
and
and
(45)
There
(45)
were high
was
a
high
and also between
Both pairs described the utilization
of personnel strength within the school environment.
The
other items did. not have significant correlation coefficient
value.
49
14. "Teachers are aware of instructional resources available to them
within the community."
Frequency
Strongly Agree
wildly Agree
Nildly Disagree
Strongly Disagree
i
23
10
O
Percent
2.9
87.6
29,4
0.0
25. "The right person is dning the right job in thìs school."
Frequency
Strongly Agree
1!ildly Agree
'!ildly Disagree
Strongly Disagree
2
l
11
6
Percent
6.9
44.1
32.4
17.6
28. "Resource personnel available in. the community are utilized in this
school."
Frequency
Strongly Agree
i
Ì'!ildly Agree
21
lUidly Disagree
Strongly Disagree
11
i
Percent
2.9
61.8
32.4
2.9
34,, "The strengths of the teachers are utilized in this school."
Frequency
Strongly Agree
!ildly Agree
Mildly Disagree
Strongly Disagree
2
19
12
1
Percent
5.9
55.9
35.3
2,9
45. "There is no opportunity for teachers to grow and develop
professionally in this school."
Frequency
Strongly Agree
l'Iildly Agree
wildly Disagree
Strongly Disagree
2
8
16
a
50
Percent
5,9
23.5
47.1
23.5
Itenis
14
25
28
34
45
Average Score
2.74
2.38
2,85
2.65
2.88
Standard Deviation
.51
.85
.59
.85
.84
I teius
Items
14
25
28
34
25
.2391
28
.0818
.0945
34
.1674
.4376*
.2958
45
-.2065
-.5657**
-.215?
- , 4772*
* 0,01 signficiant level
** 0.001 significant level
2
.
.
-
.
79% of
the sample agreed that there
togethernese in the school and
were
solved
by
group
was a sense
6% of tbe
47%
action.
of
of
agreed problems
the
respondents
disagreed that the school was unresponsive to problems and
24% of
However
that
the responents strongly disagreed this statement.
there was 15% of the respondents strongly agreed
their
schools
were
unresponsive
to
problems.
niany
There was only 59% of the sample agreed that teachers would
rather to stay teaching in the school and only 2 respondents
70% of the respondents
strongly agreed this statement.
agreed that teachers valued their professional association
with their schools,
only one respondent strongly
however,
agreed this statement.
There
The average scores in this dimension were high.
was a. high correlation between items (24) and (47),
can be
explained by the notion that they want
because
they
school,
correlation
can
Items
exert
(2)
own
their
and
(11)
value,
coefficient
influence
also
had
a
teachers'
This
to stay
within
the
significant
sense
of
togetherness was correlated with the feeling of professional
association with the school.
All the other items did not
bave any significant correlation coefficient.
52
2
!There is a
ee1ing of togetherness within the school»
Frequency
Strongly Agree
Ì'!ildly Agree
1'hldly Disagree
Strongly Disagree
3
24
Percent
8.8
70.6
14,7
5.9
5
2
11. "Teachers value their professional association with this school»'
Frequency
Strongly Agree
l'!ildly Agree
1!ildly Disagree
Strongly Disagree
i
23
8
2
Percent
2.9
67.6
23.5
5.9
15. "The school is unresponsive to niany problens."
Frequency
Strongly Agree
Nïldly Agree
1ildly Disagree
Strongly Disagree
5
5
16
8
Percent
14,7
14.7
47.1
23.5
24. "ltany school probleis are solved by group action."
Frequency
Strongly Agree
Ìfildly Agree
1(ildly Disagree
Strongly Disagree
47.
4
15
10
5
Percent
11.8
44.1
29.4
14.7
"1(ost teachers would rather teach in this school than soiep1ace
else."
Frequency
Strongly Agree
Mildly Agree
2
18
1'Iildly Disagree
11
a
Strongly Disagree
53
Percent
5.9
52.9
32.4
8.8
Items
2
11
15
24
47
Average Score
2.82
2.68
2,79
2.53
2.56
Standard Deviation
.67
.64
.98
.90
.75
I tenis
Itenis
2
11
15
11
.4275*
15
-.0352
.1585
24
.3609
.3087
47
.2627
.3274
- . 1282
- , 1624
,5413**
24
* 0.01 siguficiant level
't 0.001 significant level
54
Morale
item
For
a
(1),
very
percentage
high
(97%)
of
respondents agreed that teachers in their schools willingly
spent time with students and there was only one respondent
strongly disagree this stateiient.
However, only about ?O-
60% agreed that teachers in their schools joined other kind
of social activities.
teachers
enjoyed.
5% of the respondents agreed that
their work
agreed this statement.
in school
and
12% strongly
70% of the respondents disagreed
that there was a pessimistic atmosphere in their schools.
The average scores for this dimension were the highest
among other dimensions.
The average score for item (i) was
the highest among all the other items and. this item also had
a small value of standard deviation.
is
It
interesting
to
find
out
there
is
a
correlation coefficient between item (16> with items
(46)
and.
(SO),
The
informal gathering of
high
(35)
teachers was
correlated to teacher& view on the atmosphere of schools.
Since the atmosphere of an organization ìs strongly affected
by
the
social
activities
of
correlation is not surprising.
the
such
a
The other item pairs showed
much lower correlation coefficient.
55
employees
1. uTeacher
willingly spend tise after school with students."
Frequency
Strongly Agree
Ii1d1y Agree
Mildly Disagree
Strongly Disagree
9
24
Percent
26.5
70.6
0
0,0
i
2.9
16. "There is generally a pessimistic atmosphere in this school."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
3
7
16
B
Percent
88
20.6
47,1
23.5
35, "Teachers enjoy getting together informally."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
6
23
4
1
Percent
17.6
67.6
11.8
2.9
46. "Many teachers attend school social functions."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
5
19
9
i
Percent
14.7
55.9
26.5
2.9
50. "The teachers in this school enjoy their work."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
4
19
8
3
56
Percent
11.8
55.9
23.5
8.8
Items
Average Sccre
I
32i
16
2.S5
35
46
50
3OO
Items
i
16
35
46
Standard Deviation
2.82
2.71
16
-.0017
.72
.80
1te
35
.0786
-. 4693*
46
.159?
-. 527it*
1299
.
* 0.01 sign!iciaiit level
** 0.001 significant level
.3243
- . 4477*
3494
.2242
.
_.7
Innovativee3
The results shows that teachers are actively involved in
They
innovations.
are
willing
try
-to
present new ideas for improvement.
and
innovations
80% of the respondents
agreed that teachers in their schools were willing to try
innovations.
However,
only 53% of the respondents agreed
that the school is innovative and supports the ideas for
ìmprovement
12% of the respondents strongly disagreed that
44%
ideas for improvement receive support in their schools.
of
the
respondents
that
agreed
climate
Although the reason
pervaded in their schools.
specified,
experimentation
is not
limited resources and lack of
heavy workload,
experience may be possible reasons.
It
is important to
point out that institutional problems are usually solved by
home-made plans.
Experimentation at this level will then be
essential to ensure the success of the innovations.
There is a high correlation between the innovativeness
of the schools and the effort paid by the teachers,
the school is innovativeness
ideas generated by teachers
always receive support in the school.
school
and
correlated
climate
the
with
the
teachers in school.
of
support
However
ideas.
The innovativeness of
experimentation
of
the
ideas
were
generated
both
by
there was a lower correlation
between the presentation of ideas
support of teacbers
When
for improvement and the
3
uTeachers are willing to try innovations in this echad»'
Frequency
Strongly Agree
llildly Agree
Mildly Disagree
Strongly Disagree
Percent
2
59
25
73.5
14.7
5.9
5
2
17. "Teachers in this school present new ideas for improvement."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
2
23
&
Percent
5.9
67,
23.5
2,9
i
26. "Innovativeness is uncharacteristic of this school."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
2
13
18
i
Percent
5.9
38.2
52.9
2.9
36. "Ideas for improvement generally receive support in this school."
Frequency
Strongly Agree
Kildly Agree
Nuldly Disagree
Strongly Disagree
4
14
12
4
Percent
11.8
41.2
35.3
11.8
48. "A climate of experimentation pervades this school."
Frequency
Strongly Agree
Nïldly Agree
Xildly Disagree
Strongly Disagree
Percent
0.0
44.1
44.1
11.8
o
15
15
4
59
ttems
s
17
26
36
48
Standard Deviation
Average Scare
2,79
2.76
2.53
2.53
2.32
.64
.61
.66
.66
.68
1tei
Items
17
3
.456*
17
26
-.4O74
-.3954
26
36
48
36
.2583
.3621
.2623
-. 5O33
-. 2125
.4721*
0.01 siguficiant level
*1 0.001 significant level
60
2.8Autonoy
62%
of
the
respondents
agreed
professional
that
knowledge was used in taking action to ieet the community
requests and none of the respondent strongly disagreed this
statement.
70% of -the respondents disagreed that teachers
agreed that
were threatened by community pressures and 5
teachers
were
parental
demands.
protected
from unreasonable
6% of
community and
respondents
the
agreed
that
teachers were given considerable latitude in carrying out
instruction
and
none
strongly
disagreed.
'70%
of
the
respondents disagreed that community demands received little
attention in their schools.
The average scores in this dimensions were similar but
correlation matrix showed ±ew significant correlated pairs.
Items pairs
(12)-(2'7) and (12)-K49) were correlated,
thus,
action taken upon professional knowledge was correlated to
attention was to the community demand and protection of
teachers from unreasonable demands,
The other items pairs
did. not give significant correlation coefficient.
Although
the items <13> and (49) got similar scores, the protection
of teachers from unreasonable demands did not correlate with
threatening of community pressures.
12. uAction taken in response ta coimunity requests is based upon
professional knowledge."
Frequency
Strongly Agree
1!ildly Agree
lUidly Disagree
Strongly Disagree
3
18
13
Percent
8.8
52,9
38.2
0.0
O
13. "Teachers feel threatened by couuunity pressures."
Frequency
Strongly Agree
Uldly Agree
Xildly Disagree
Strongly Disagree
i
9
21
3
Percent
2.9
26,5
61.8
8.8
27. "Community requests receive little attention in this school."
Frequency
Strongly Agree
lUldly Agree
wildly Disagree
Strongly Disagree
2
8
21
Percent
5.9
23.5
61.8
8.8
3
3(7, "Teachers in this school are given considerable latitude in
carrying out instruction."
Frequency
Strongly Agree
I'!ildly Agree
}lildly Disagree
Strongly Disagree
3
19
12
O
Percent
8.8
55.9
35.3
0.0
49, "Teachers are protected from unreasonable community and parental
demands."
Frequency
Strongly Agree
1'!ildly Agree
1(ildly Disagree
Strongly Disagree
i
18
12
3
62
Percent
2.9
52,9
35,3
8.8
Items
12
i_3
27
37
49
Items
12
13
Average Score
2.71
2.76
2.74
2.73
2.50
13
.3206
Standard Deviation
.63
.65
.71
.62
.71
1te
27
-.6349**
-.2035
2?
37
37
.1054
.3058
- .
24.98
49
.4087*
.1310
- . 3322
.1040
* 0.01 signfioiant level
** 0.001 significant level
63
2.9
Adaptation
62% of the respondents agreed
or strongly agreed that
their schools were not difficult to change things.
21% of
the respondents strongly disagreed that their schools were
difficult to change things.
73% of the respondents agreed
that a deterrent to change was the stress which accompanied
that change.
73% of the respondents agreed that there was
an ongoing plan for facilitating.
strongly
disagreed
without sufficient
that
21% of the respondents
educational
preparation and
changes
4-4%
were
made
mildly disagreed.
70% of the respondents agreed that feedback information was
utilized
in
conducting
and
sustaining
change
in
their
schools.
There was a high correlation between the utilization of
feeback information with the presence of ongoing plan for
facilitating.
The utilization of feedback information was
also correlated with the presence of preparation procedures
in schools.
The presence of a ongoing plan was negatively
correlated with the degree of difficulty in making change in
schools.
The other item pairs did. not give significant
correlation coefficient.
9. "A deterrent to change in this school is the stress which
accompanies that change."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strengly Disagree
i
24
19
Percent
2.9
70.6
26.5
0.0
O
io. "Feedback information is utilized in conducting and sustaining
change in this schoo1,4
Frequency
Strongly Agree
wildly Agree
Mildly Disagree
Strongly Disagree
4
20
8
2
Percent
11,8
58.8
23.5
5.9
22. "Educational changes are generally nade iii our school without
sufficient study and preparation."
Frequency
Strongly Agree
l4ildly Agree
Mildly
Disagree
Strongly Disagree
2
10
15
I
Percent
5.9
29.4
44.1
20.6
33, "This school has an ongoing plan for facilitating."
Frequency
Strongly Agree
1'ildly Agree
lUidly Disagree
Strongly Disagree
3
22
7
2
Percent
8.8
64.7
20.6
5.9
41. "It is difficult to change anything in this school."
Frequency
Strongly Agree
Mildly Agree
!(ildly Disagree
Strongly Disagree
4
g
14
7
Percent
11.8
26.5
41.2
20,6
Item
Average Score
g
2.24
2.76
2.79
2,76
2,71
io
22
33
41
Standard deviation
.74
.84
.70
.94
i: t eixis
Itenis
9
10
22
33
io
.0922
22
33
41
.0468
-. 4527e
.0977
.5336
.2376
-.3260
* 0. 01 signficiant level
** 0. 001 significant level
-.3769
.3417
- , 3998*
2. 10
Problem-solving adequacy
15%
were
of
the
respondents strongly disagreed that
procedures
established
ta
there
problem-solving
evaluate
effectiveness, while 29% mildly disagreed and the rest 60%
mildly agreed.
71% of the respondents agreed that solutions
to problems were actively sought from the teachers,
the
respondents
seldom used.
disagreed
that
teachers'
66% of
opinions
were
47% of the respondents agreed that there were
procedures for identifying school
problems.
71% of the
respondents agreed that problems were not ignored in their
schools.
The
average
dimension.
score
in
item
was
(8)
highest
in
this
However, the average score in item <42) was much
lower than item (8).
These data suggested that the problems
were not ignored in most Hong Kong secondary schools but
some of them lacked the procedures for evaluating problem
solving effectiveness.
The
items
(6),
(23)
and
(42)
were highly correlated,
thus, the identification of problems, the presence problems
solving procedures and the presence of evaluating problem
salving effectiveness were correlated.
The use of teachers'
opinions in salving problems was also correlated with the
presence of problem salving procedures.
a
lower correlation between the
collection
opinions and the utilization of them.
67
However, there was
of
teachers'
8. "Problems are not ignored in this school."
Strongly Agree
Mildly Agree
lfildly Disagree
Strongly Disagree
Frequency
Percent
B
23.
16
9
47.1
1
2,9
26.
21. "Teachers' opinions are solicited but seldom used in this school,"
Frequency
Strongly Agree
Xildly Agree
Mildly Disagree
Strongly Disagree
3
9
19
3
Percent
8.8
26.5
55.9
8.8
23. "The school has procedures for identifying school problems."
Frequency
Strongly Agree
Mildly Agree
ildly Disagree
Strongly Disagree
2
14.
15
3
Percent
5.9
41.2
44. 1
8.8
32. "Solutions to problems are actively sought from the teachers."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
42.
5
19
8
2
Percent
14,7
55.9
23.5
5.9
procedures have been established to evaluate out
effectiveness in resolving school problems."
"Iii our scbool
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
o
19
10
5
Percent
o.o
55.9
29.4
14.7
Items
a
21
23
32
42
Average Scare
2.91
2.6
2,44
2.79
2.41
Standard Deviation
.79
.77
.77
.74
i: teii
Items
21
B
-.4911*
21
23
32
23
,7331**
-.48761
42
32
.4162*
.3830
,264**
,283
,366*
.4183
,
* 0.01 signficiant level
** 0,001 cignificant level
0467
Four groupe of sii1rity were identified by using the
"CLUSTER" command.
Table 33
Cluster groups and scores in different dimension group
Cluster Group
I
2
3
4
No. of Schools
2
1
15
16
Score in
task-centred
dimensions
Low
Low
Medium
High
Low
Low
Medium
High
Kedium
High
mai nte nance
dimensions
growth
dimensions
Low
11edium
Schools in group i got low score in all three groups of
dimensions.
other schools.
The total scores were also low compared to
The only school in group 2 got low score in
the "task-centred" and "maintenance" groups of dinìensions
but the score in the "growth" group was medium.
Schools in
group 3 got medium score in all three groups of dimensions
while schools in group 4 got high score in all three groups
of
dimensions
Therefore,
70
it
showed that
there
was a
relationship
closely
among
the
dimensions
the
in
organizational health.
Task-centred
dimensian
Group 3
Group 2
24.5
29.0
33.0
42.3
(2.12)
(0)
(2.39)
(3,32)
(3.58)
(3.53)
45.2
29.0
Maintenance
d.iinensions
(9.19)
Growth
dimensions
(2.12)
(0)
88.5
102.0
(0)
44.0
32.5
Total Score
Group 4
Group i
(13.4)
49.3
59.3
(3.24)
(4.29)
120.3
146.3
(6.33)
(0)
(9.23)
*Standard deviation in brackets
aximum scores in task-ceutred and iaintenamce groups are 60
Maxiniuni score in growth group is 80
The
table
of
comparison
of
mean scores
in different
dimensions groups of the cluster groups shows that there is
a gradual increase in score from group i to group 4.
The
table showed that the average scores in different dimension
group within the same cluster group were similar excpet in
cluster group 2.
71
ts tor differences betw
Main Effect
Sex
Position
Teaching Experience
Academic Qualification
Type of school
Age oÍ school
Size of school
2.034
L317
2.016
.090
2.601
.365
.810
.164
.287
.110
.766
.090
.831
.529
From the table cf correlation matrix,
the correlation
coefficients between different dimensions are high except
the one between innovativeness and autanoniy (.2776>,
innovativeness and autonomy belong to
The
higheeb
value
of
correlation
Both
the "growth't
coeifícient
group.
(.8348)
appeared between adaptation and problem-solving adequacy.
Both of them belong to the "growth" group.
Together with the results from cluster analycis,
they
show that the different dimensions of organizational health
are
at
similar
level
in
Hong
Kong
secondary
schools.
Although the ten dimensions deal with different subsystenis
of
the school,
only one school out of thirty-tour had a
higher score in growth group that the other two.
72
Correlations:
Diî
12
Oi3
Dim4
,DimS
72%**
6923U
437*
7476*
62O9*
,6662**
S118**
Dim2
Di)3
Oim4
Di7
Di8
Oim9
J274**
6229*
,&&07**
7273**
7139**
61O**
67O3*
DimG
4648
Total
977**
871*
S973**
74*:
6O64*
5862**
6593**
556*
4925
5907**
5965**
fl25
5469*
4399*
6114**
,6583**
598*
542**
,6947**
.6251**
674S**
8215*4
4377*
5898**
6392**
7864**
,S915**
,7180**
66**
5768**
,6148**
7091**
848**
8526**
Oit5
,5891**
Di6
ir7
,2176
DuB
Di9
,S567*
7849
8OOO*
9888**
DimlO
* OO1 level of significant
** 0,001 level of significant
ir*1
DimO
:
Goal Focus
Oi2 : Couunication adequacy
Dim3
:
Qptium Power Equalization
Di
:
Resource Utilization
Di5 : Cohesiveness
im6
:
iti7
:
Dím8
:
ii9
:
Morale
Innovativeness
utomony
Adaptation
Oi1O : Problei-solving Adequacy
73
rous
From
the
cross-tabulation
tablee,
by
there
b
was
no
any
significant differences between different cluster groups by
the
using
prograinnie
background
infDrmation,
By
using
ANOVA
the
the significance level o± F is high and. thus the
probability due to sampling error le also high.
Schools in group i and 2 were all aided schools.
in
groups
and
3
both
4,
schools were included.
ìn
the
sample
did
aided and
not
have
significant
any
difference
size and age of schools.
characteristics
did
not
show
to
bave
relatinship with the level of organizational health.
1. Sex
Cluster Group
Female
1ale
i
i
i
2
3
4
0
i
ii
13
4
3
2. Academic qualiÍcation
Cluster Group
private
The level of organizational health
between different nature,
demographic
government,
While
First Degree
Trained G}!
i
I
i
2
3
4
i
0
li
9
4
6
74
The
any
3. Teaching Experience
Cluster Group
(in years)
O-
6-10
11-15
l-2O
21-25
>25
i
o
i
i
o
o
2
3
1
0
0
0
0
o
0
11
1
0
0
0
1
2
7
1
4.
2
2
2
4, Type of school
a. Cluster Group
Government
Aided
Private
i
o
2
0
2
0
1
0
3
0
4
5
13
9
2
2
b. Cluster Group
Boys'
i
2
3
4
Girls'
Co-ed
O
0
0
2
0
i
i
i
2
0
13
14
5. Age of school
Cluster Group
i-5
6-10
li-iS
16-20
>20
i
o
i
O
i
2
3
4
0
i
O
O
O
2
2
i
8
i
5
2
4
1
5
O
5, Nuiber of students
Cluster Group
<601
601-900
1201-1500
>1500
i
O
O
901-1200
i
i
O
2
3
4
0
1
O
O
O
2
i
7
3
O
2
ii
i
2
2
7, Type of sponsoring body
Cluster Group
Goverunient
Religious
Private
Enterprise
i
O
O
O
2
3
4
O
0
i
O
7
5
4
2
2
Non-profit
iiaking bodies
2
O
6
5
8. Post of respondents
Cluster Group
1
Teacher
Department
Head
0
1
Other senior
post
Principal
1
o
2
1
0
0
o
3
4
B
3
6
4
6
o
1
76
3
J
...
....
IB .V
...
In
L
Q.:
g,
I
.
this
survey,
the
level
of
organizational
health
scored by the Hong Kong secondary schools is similar tc the
scores of the more innovatìve schools in Kimpston4s study
(1973).
Only 3 out of 34 schools in the sample got low
scores in the di±'erent groups of dimensions while all the
others got much higher scores.
Although
the
ten.
subsystems of the school,
dimensions
measured
different
results in this sample of Hone
Kong secondary schools showed that all the ten dimensions
were at similar level except in one school.
Therefore, poor
in one dimension usually correlated with poor in the other
nine dimensions,
document,
studies.
which Childers
(1986)
emphasized in his
The findings were similar to that of Kimpston's
In Xile&s argument, he pointed out that these ten
dimensions were closely related and when one dimension was
poor,
it
would
affect
the
functioning
of
the
others
resulting in general poor in organizational health.
results
in
this
study
showed
there
The
were
high
correlation coefficient between different dimensions.
The
exceptional case was classified in cluster group 2,
yet,
scores in the six dimensions of the "tasked-centred"
and.
maintenance"
group
were
dimensions of the "growtb
that
low while
scores
in
the
group were slightly higher.
77
four
results also showed that most schools had a
relatively high score. One possible reason Íor this is that
healthier schools are more willingly to conununicate with
outsiders and. provide information. for research work while
The
those schools with many probleme tend to prevent exposure of
the school& functioning. Since there is a high percentage
of non-responses,
the results cannot avoid being biased
The non-responses may be different from those answered.
Nevertheless, the respondents' schools showed a high
degree of congruence in the diniensions of organizational
health, This gives the final total score of organizational
health a higher reliability, School administrators can make
use of the scores in different items to identify the
weakness and prepare appropriate
improvement
increase the level of organizational health.
program to
Therefore
item analysis is an essential step for administrator to
understand the functioning of the organization whereas the
total score is used as an indicator of readiness for plan to
be implemented.
2. 1 Goal Focus
organizations, goals can serve at least three
functions: as a source of legitimacy, as a source of
Therefore
direction, and as a basis far evaluation.
schools goals should be known to all staff members.
In
The healthier schoo1
had made efforts to discuss the
school's goals.
In this study, the teacher awareness 0± the
scboals
is
goals
appropriateness
correlated
of
with
schoo1s
the
their
views
on
Since
goals.
the
the
organizational structure ic used as an instrument by which
members and clients reach nutual goa1s
it is essential that
the inhabitants of the organization are able to carry policy
agreement into action.
Therefore
it is suggested efiorts
should be made to allow teachers to discuss the school's
goals.
New plans in schools mean that new goals have been
set for teachers.
Thus,
teachers should be kept up-date
about new school's goals before the plans are implemented.
Klausmeler
presented a
plan for
In bis suggested plan
improvement.
importance
(1986)
of
a
he
The goal
clear goal.
school
self-
emphasized the
must be seen as
appropriate and achievable by the teachers.
According to Weick's loosely coupled model,
it
is not
surprising that 34% of the respondents stated that teachers
were
not
aware
of
school's
the
goals.
Under
such
conditions, activities within the c1assroorn may be oriented
to teacher's own goals but not school's goals.
ta
maIntain
uniformity
in
school's
Therefore,
functioning,
it
is
essential to ensure teachers aware of the school's goal.
However, the problem of goal ambiguity mentioned in chapter
It is common that some goals
two remaìns as a difficulty.
of the school are given primacy in public pronouncements
(such
as
public
examinations
79
results)
while
others
are
treated as
background phenomena
(such
as socialization>,
This may lead, ta a misunderstanding about the priority or
importance of different school goals.
22 Communication adegu
Communication pathways should be set and open to all
inhabitants
of
misunderstandings.
an
organization
in
order
to
avoid
The success of a new plan may depend on
the process of dissemination where communication pathway
plays an important role.
The results showed that
most
schools had developed a pathway for the administrative staff
to provide need information ta the subordinates which is
essential and sometimes compulsory.
the backuiow
However,
of information was poor in this sample of schools.
Although
most backflow information is not so urgent and belongs to
the comment or suggestion type and not instructiona1
the
backflow information is important far decision making in the
subsequent change in the planning.
The flow of information from the administrative staff to
the subordinates is usually in a formal manner while the
information
backflow
is
usually
in
an
informal
way.
Therefore
to ensure sufficient flow of information between
different
levels,
both formal and informal communication
pathways should be encouraged.
The communication with the community in this sample was
less effective than the internal cammunicatìon,
showed
that
the
communication
with
the
The results
community
was
correlated to the
openn
within the school
environment.
of the coixnunicatjve pathways
This suggests that the
improvement of internal coniuunicatjve processes will lead to
a better comnunication with the cormnunity. The results also
correlation between the dissemination of
information to the subordinates with the awareness of the
showed
a
public about scbools activities. This also suggests that
when
the administrative staff, who can disseminate
information to the teachers effectively nay be capable to
establish good public relationship.
2.3 Optimal Power Equalization
91% of the sample stated that students were not involved
in the decision making process. It is not a surprising
result because both from the traditional Chinese thinking
and the mechanist approach of management, power is given
to the
subordinates.
only
superiors
However,
who
have
a
control
over
the
it is surprising that 68% of the
respondents disagreed that teachers can assume leadership
responsibilities when the present fact is that teachers are
already leaders of students. They are the powerful and
They have
normally the only leader in the classroom.
already been assumed full responsibilities for the
activities inside the classroom.
that the
Herlith & Herlith (198e> emphasized
understanding of the concept of power can help improving the
principal-teacher relationships. They stressed that power
shared
is
with
emphasized
teachers
procedures
but
should
not
be
over
teacbers
establish
ta
They
increaee
teacher's influence ii the decision making process.
There is a difference in the degree
teacher&
that
opinions in decision making.
teachers'
disagreed.
while
of utilization of
opinions were
While 58% agreed
other
valued,
15% strongly
Thus,
sanie schools were said. ta be democratic
were
not,
other
In
utilization of teachers'
undemocratic
schools.
this
study,
the
degree
of
opinions was higher than that of
Therefore,
staff value the teachers'
opinions,
if
administrative
the
the atmosphere of the
school will be change to be more democratic.
In nany studies,
could
improve
it showed that student participation
effectiveness
curriculum development.
and
enhance
success
in
<l98) had changed
Hopkins & Cram
a school climate by including students in decision-making
processes with regard to areas that affect them.
to succes was to allow a commitment of
Their key
administrations
staff
and students to work together toward an effective school.
Sharing power with teachers can make provision for
emergence
of
which
leadership
is
important
organizational development and renewal of leaderships.
teachers are given change
participation.
to
for
The
develop professionalism by
Therefore it is suggested when there is a
share of power, it will increase opportunities for input and
then effectiveness,
.
4
.
R.,e
Ut 17
.o u .... r
.
Q.
As mentioned in Chapter 1,
is allocated to the
most of the economic resource
a1ary of the teachers and. other working
staff and only a small portion is left for technological
improvement.
Therefore
it is essential to ensure that the
right person is doing the right job.
However, 5O7 of the
respondents disagreed that the right
person was doing the
right job in their schools.
This item correlated with the
item describing teacber& development in school.
In a healthy organization, people should not be overload
nor idling.
in
the
teachers thought that the wrong person was
I
senior
against themselves.
within
the
they might
post,
of
Therefore,
personnel
the
important job for principals.
invisibility
makes
when
working
it
within
adjusting
the
correct
school
is
an
However, the role performance
difficult
to
assess
teachers
a
Some teachers said that it was difficult to
performance.
know
they were
This hindered the sense of development
teachers.
coordination
feel
they
cìrcumstances,
were
doing
good
a
relationship
interpersonal
Under
job.
becomes
such
an
important factor affecting teacherts view on. others.
With
the
resources
development
personnel
respondents
agreed
of
the
should
be
that
their
school,
utilized.
schools
more
70%
were
ezternal
of
the
utilizing
resource personnel available to them in the community and
their teachers were aware of the teaching aids available in
the community.
The utilization of external resources can
the richness of school life and. help up-date recent
technological developments,
a. .
.
b
. .? ..
iS . p .
A person's feeling toward the school is related to his
chance to exert influence,
between items
notion
(24) and
There
(4.7)
is
a high correlation
which can be explained by the
that teacher want to stay because they can exerte
their own influence within the school,
In most schools, teachers are grouped according to their
teaching subject or teaching level.
groups
Within the working
they may find similar problems which can be solved
only by group action.
respondents
agreed
This may be the reason why 56% of' the
that
problems
were
solved
by
group
actions,
Sense
of
togetherness
may
also
due
to
informal
relationships. 79% of the respondents agreed that there was
a sense of togetherness within the school.
The results also
showed that the feeling of professional association with the
school was correlated with the sense of togetherness.
About 15% of the respondents strongly agreed that their
schools were unresponsive to many problems.
This reduced
the chance of participation of teachers in problem-solving
procedures and thus reduced cohesiveness.
2ô Morale
The
scores
this
iii
dimension
were
in
general
high
therefore, the state ot morale in this sample was also high.
Bolding
&
symptoms
Van
Patten
create
morale
(1982)
pointed
problems.
out
The
that
burnout
burnout
symptoms,
which include tiredness, sense of failure, inability to make
decisions,
difficulty
in concentrating
and feelings
of
anxiety, are potential problems to the organization and must
be eliminated.
Hogan & Roth
(1984) also emphasized that
people will not participate unless they are highly satisfied
with
their
work
environment,
Therefore,
school
administrators should be able to identify the symptoms and
diagnose the weakness,
The items in this dimension tried to
estimate the state of morale by teachers
participation in
different kinds of activities.
The results showed that teachers were willing to help
their students when required.
However,
a lower percentage
of them joined the formal or informal social activities.
A
high morale occurs when the personnel feels good about what
is happening.
Therefore,
it is assumed that teachers felt
satisfied when they were able to help their students.
The atmosphere of an organization is strongly affected
by the social activities of the employees,
more
Thus,
satisfied when one
it
is
not
finds
out
one will feel
others care for him.
surprising that correlation coefficient
between different items are high in thîs dimension.
2.
.
7
I
.. .
.
?Y .a .... 14
..
.
....e
.
Innovativeriess
invent
is
for
reSuired.
new procedures
and.
a
growing
school
towarde new goale.
move
to
The
results shows that teachers were willing to contribute by
trying new plans and presenting new ideas.
There was a high
correlation between schools being described as innovative
and the utilization of teachers' ideas.
There
is
44%
only
the
of
respondents
agreed
experimentation climate pervaded in their schools.
workload,
limited
resources
and
lack
of
that
Heavy
eperience and
supervision are possible reasons that hinder experimentation
in schools,
In fact, experimentations should be encouraged
because it
is essential for school administrators to test
their hypotheses before large scale implementation of their
plans.
Hogan & Karen
(1984)
emphasized that staff were
willing to take risk in a quality school and both short and
rofecte
lan?;
involvement
of
were prepared.
people
in
This led to active
the organization and this was
essential for change to take place.
Nicholls
(1983)
inevitable process,
systems. .
viewed
educational
both institutionally
innovations
ox-
as
in the whole
Stewart & Prebble (i98) also emphasized that the
concept of organizational development is also applicable to
educational
organizations.
Thus,
experimentation
innovativeness will becoin.e requisites for school growth.
86
and
2.8 Autrioiy
Hang Kong,
In
important
raie
the commun±ty does not directly play
in
the
education system.
which
also
is
bodies.
decision
rakiag
process
ari
the
in
The most powerful body is the Government
under
the
influence
of
some
other
large
Although teacher-parent associations are found in
I-long Kong,
most parents do not participate in any decision
making process.
directly
Therefore,
receive
structure
and
teachers in Hong Kong do not
pressures
functioning
stable
when
needs.
However
compared
to
from
of
the
the
schools
rapid
community.
remain
changing
environment
the
technical
There is a
institutes
and
These changes has already derrianded curriculum
innovations.
Commission
in
grow-tb
polytechnics.
relatively
the rapid economic growth in Hong Kong bas
created much stresse Ori the Education system.
continuous
The
is
now
Education system,
in Chapter
mentioned
As
reviewing
different
1,
the Education
aspects
of
the
therefore the schools must be ready for
change
Iost
respondents agreed that
teachers were protected
from the community demands received by the school.
were
able
knowledge.
to
these
judge
There
was
a
Teachers
demands by their professional
high
correlation
between
the
awareness of the community demands with the procedures in
judging these demands.
the community pressures.
Teachers did not feel threatened by
Under normal circumstances
community pressures do not act directly on teachers
87
the
but
through
other
pathways
e.g.
Education
department
principals.
65% of the respondents agreed that the teachers were
given considerable latitude but this did. not correlate with
other items.
Therefore, how the teachers viewed and Judged
the problem was the key factor in this dimension.
2Q Adaptation
Adaptation is essential Íor the school to withstand the
stress of change and. enables it to meet the demands.
There
is a high correlation between the utiliztion of feedback
information and
a
facilitating ongoing
environmental demands and organizational
rnatch
re-structuring
a
difference.
approach
plan.
When
the
resources do not
evolves
to
adjust
the
Therefore, a facilitating ongoing plan helps to
reduce the stress occur during the changing process.
The
feedback information can help the ongoing plan to bring
about corrective changes during the change cycle.
From the
results, the presence of an ongoing plan was correlated to
the utilization of feedback information and negatively to
the
difficult
to
initate
change
in
school.
Therefore,
procedure should be designed for preparation of change to
withstand the stress that might occur.
2.10 Problem-solving adeguac
Al].
organizatons
ineffective coping.
have
problems,
difficulties
and
The issue is not on the presence or
absence o±
problems.
problems but on the mechanisms that solve the
Most
respondents answered that
there
was
no
specific procedures for problem-solving or evaluating out
the problem-salving effectiveness.
Problem-solving process is essential for school renewal
in the evolutionary process.
The continuous development of
the school depends on the way that it solves the problems
and
establishment
procedures.
evaluating
of
Therefore,
personnel
of
problem-solving
should be assigned to
develop problem-solving procedures in schools. Montgomery &
Hutchinson
(1987)
could improve
policy-making.
suggested that
a participative process
the problem solving ability especially
in
From a case study, they pointed out without
greater teacher participation in the policy-making process,
its chance of survival would not be increased.
Three items in this dimension were correlated.
were the procedures for identifying problem,
They
the problem-
solving procedures and the procedures for evaluating problem
solving
effectiveness.
collected teachers
use of tbem
'However,
from the
results,
the
opinions were not correlated with the
This means that some respondents thought that
some opinions have been ignored by the administration,
3,
Implications for school administration
The results of this study suggested that Milests concept
oÍ
organizational
situation.
health
is
applicable
From the cluster analysis,
to
Hong
Kong
it showed that the
listed ten diensians were closely correlated,
were
the
at
similarly
healthier school,
in all
level
Most schools
Far
dimensions.
a
its scores in all dimension was higher
than a less healthy school.
The scores of organizational
health did not show to be correlated with the nature of the
operating schools.
Therefore, comparison between different
types
could
school
of
administrators
be
made.
school
the
To
the total score in organizational health can
be used as an indicator for the readiness to implement
planned change.
From item analysis, the different aspects of individual
dimensions reflected different states of functioning of the
subsystems in organization.
aspects within the
These items explored different
dimensions.
dïffernt concepts and theories,
These
items arose
Therefore,
from
it is difficult
for the school administrators to improvement all weaknesses
at the same time,
They should try -to identify the worst one
and prepare plans to improve it.
weakness,
If they do not find any
it is essential that they are able to maintain it
by providing such affective leadership.
Before
instruments,
the
using
school
role and function.
organizational
health
administrators should
measuring
identify
their
They should examine the implications of
their role in enhancing the health of their organizations.
School administrators should then observe
strengths
and
weaknesses
of
the
and record the
school.
School
administrators can use the measuring instrument to assess
I,j
the level of organizational health which then lead. to the
development of remedial programs.
Creating organizational health is a continuous process.
It is not necessary to bring the organization into a state
of perfect health before it can engage in any meaningful
innovative projects.
Small scale projects in planned change
can be a mean to strengthen the health of an educational
organization.
organization
different
gives
As
the
change,
new
dimensions.
the
circumstances
roles
A
deal
functions
requirements
healthy
organization
and
and
an.
with
may
of
added
be
organizational
ability
by
to
climate
anticipate
to
challenges
the
freeing
and
utilizing innovative and creative potentials of each of its
members.
4,
Suggestions for further research
From
the
results
is
it
found
out
that
the
ten
dimensions of organizational health were closely related in
this sample of Hong Kong secondary schools.
It
is also
shown that there is no correlation between the nature of the
schools and. the level of organizational health.
there
school.
However,
is no attempt to measure the effectiveness of the
Therefore,
it
is
suggested
that
selection
o±
schools from different levels of organizational health and.
identify their effectiveness in implementing innovations may
give fruitful findings.
ci
I 4-
School
admiriistrator
can also ue the
instrument
to
analyze the state of 1ea1th in different departments of the
schools.
The resulte may be different from that of the
cboo1 as a whole.
Two other questions need to be answered.
Do healthy
organizations enhance the success of planned changes.
does
the
success
of
planned
organizations.
92
changes
create
Or
healthier
BENNIS, WG
"Toward a 4Truly
Scientific Nanagement:
Concept of Organizational Health,"
The
General System Vol7,
1962: 269-282.
BOLDING,
J.T,
Organizational
No.3, Win.
VAN FATTEN,
&
Climate."
"Creating
a
Healthy
Administrator*s Update
Vol.3,
J.J.
1982:.
& GALL, LD.
BORG, W.R.
Educational Research
3rd ed.
New
York, Longinan. 1979.
BURRELL,
&
G.
Organizational
NORGAN,
Sociological
G.
Analysis.
London,
Paradigme
Heìnemann
and
Educational
Books. 1979.
CHENG,
Y.C.
"School
Effectiveness
as
Related
to
Educational
Organizational Climate and Leadership Style."
Research Journal Vol.1, 1986. Hong Kong: 86-94.
CHILDERS,
measure
J.H.,
a
action."
No.2. 1986
Jr.
school's
"Organizational
level
of
health
Health
and
take
Journal of Educational Public Relations
4-7.
-
How to
remedial
Vol.
8,
CLAfK
&
E.
Significant
FAIRMAN,
Force
in
"Organizational
H.
Planned
Hea1th
A
Change."
Association of Secondary School Principals Bulletin, Vol.67,
No. 4-73,
COHEN,
1983: 108-113.
L.
& MANION,
L.
Erç l
pd
Edyçt. 2nd
,
ed. Croom Helm. 1985.
COPPEDGE,
F.
L.
& EXENDINE,
L.
"Improving School C1iate
by Expanding the Dimensions of Reinforcement."
Association of Secondary School Principals
Te National
u1lettn, Vol.71,
No.00, 1987: 102-110.
EDUCATION CO1ISSION.
Report No.1,
Hong Kong Government.
Report No.2.
Hong Kong Government.
1984.
EDUCATION COIISSION.
1986.
Government, 1984.
EDUCATION DEPARTIENT.
Annual Report 1984-1985.
Hong Kong
Aiu1
Hong Kong
Government, 1985.
EDUCATION DEPARTHENT.
Government, 1986.
FULLAN,
MILEs,
H. ,
N.B
Development in Schools:
TAYLOR
&
*Organzjatjon
G.
Art."
The State of the
Review
1950, Vo1.O, No.1: 121-183.
GA1!ORAIT,
&
A.
DREEBEN,
"Coupling
R.
Organizations. U
Educational
and
Control
ministrptive
in
Science
Quarterly, Vol.31, 1986: 612-632.
GUTH,
J-,
& WILLIAItS,
'School Administators - How Your
R.T.
Philosophical Orientation
Tational
Af±ects
]'&anagement Practice."
Th
Association Secondary School Principals Bu11etj,
Vol.69, No.478, 198:48-56
HERLIHY,
&
B.
HERLIHY,
"Improving Principal-Teacher
D.
Relationships by understanding the concept of power.'1
Association
National
Secondary
of
School
Th
Principals
Bulletlii, Vol.69, No.485, 198.
HOGAN
D.
"Positive Organizational Climate:
& ROTH, IC
ERIC, 1984:ED 248
Key to Quality Circles."
HOPCINS,
& CRAIN,
W.
Effective School.'t
the
K.
"School Climate:
'72.
The Key to an
Paper presented at the Annual Meeting of
Association of
National
The
Secondary School
Principals.
Cliiate
Improvement
185.
HOWARD,
Project."
E.
&
JACKSON,
Anderson,
G.als and Leadership.
S.
D.
ed.
"School
School Effectiveness
Climate,
Summary and Proceedings of a
Regional Exchange Workshop. 1983.
95
1982
HOY,
W.K.
&
ISKEL,
Educational
C,G.
IQr2-QL
2nd ed.
Administratiotu
New York
Random
House. i982
IMMEGART
G.L. & PILECKI, F.J.
An introduction to systems
for the educational administrator. New York
Addison-Wesley.
1973.
JOHNSTON,
The
National
Bulletin.
"Values,
J.H.
Culture and the Effective School."
Association
of
Secondary School
Vol.71, No.500, 1987:79-'B.
KINPSTON, R.D. & SONTABEND, L.C.
Requisite for Innovation?"
Na.
Principals
"Organizational Health: A
Educational Leadership
Vol.30,
e, 19?3:543-4?.
"Goal-Based Strategies Can Help Schools in
KLAUSMEIER, H.J.
Self-Improvement."
The National Association of Secondary
School Principals Vol, 70, No. 486. 1986: 79-85,
StatIstical
ICURTZ, AD. & MAYO, S.T.
and. Psychology
MILES,
LB.
ethods in Education
New York, Springer-Verlag. 1979.
(1971)
"Planned
Health: Figure and Ground."
edited by Francis }t.
Change
and Organizational
Administering Human Resources,
Trusty. Kerkeley. MoCutchan Publishing
Corporation. 1971: 33459.
MONTGOMERY,
t.
HUTCHINSON,
¿
Rationalisation:
Managing
"Innovation
B.
the
Art
and
Development."
of
A1Utrt,Q Vol.
i5
1987:23-
33.
MORGAN,
Iznage
G.
of organization.
Beverly Hills,
Sage.
1986.
MYER,
J.
&
ROWAN,
Organizations."
"The
B.
Structure
of
Educational
The Dynamics of Organizational Change
Education edited by
Baidridge, J.V. & Deal,
orn
1(cCutcban.
T.
1983.
NICHOLLS,
Managing
A.
Educational
Unwin
Innovations
Education Books. 1983,
PETERS, T.J. & WATERIAN, R.H.
In search of Excellence
New
York: Harper & Row. 1982.
SLAVIN,
Guide
Research Methods
R,E,
New Jersey,
STEWART,
D.
&
A
Practical
Happen:
A School
in Education
Prentice-Hall. 1984.
PREBBLE,
T.
11aking
It
Development Proces New Zealand, The Dunmore Press. 1985.
TRAVISI
litanager.
R.A.
"Organisational Diagnosis."
Hong Kong. Nov., 1984:6-11,16.
The Hong Kong
WEICK,
Systems"
"Educational Organizations as Loosely Coupled
K.
Administrative
1978: 41-52,
Science
QuarterLy
Vol.23,
Dec.
i.
Sex
Frequency
Male
Percent
73,5
26.5
25
Fea1e
9
2. AcademIc qualifications
Frequency
Nön-graduate
First Degree (untrained)
First Degree (trained>
Higher Degree
O
(Missing)
O
22
64.7
11
32 . 4
O
O
1.
2.9
3, Teaching experience
Frequency
O -
a 11 16 20 over
5
io
15
20
25
25
years
years
years
years
uears
years
(mIssing)
12
3
10
3
2
2
2
Percent
35.3
8.8
29.4
8.8
5,9
5.9
5.9
4, Type of School
Frequency
a.
Government
Subsidized
Private
Percent
25
14.7
73.7
11.8
31
3
91.2
8.8
c. Boys'
Girls'
3
Co-ed
30
8.8
2,9
88.3
b. Grammar
Technical
5
1
5. Age of School
Frequency
O-
Syeax-s
6 - 10 years
11 - 15 years
16 - 20 years
21 years or above
3
9
6
1
15
Percent
Percent
8.8
26.5
17.6
2.9
44.1
j3t4*Ue-LJI
6
Nwnber of students
Frequency
less than 601
900
601 901 - 1200
1201 - 1500
more than 1500
2
4
18
5
5
Percent
5.9
11.8
52.9
14.7
14.7
7, Type of sponsoring body
Frequency
Government
Religious
Private
enterprise
Other son-prof it
making body
5
12
4
11.6
13
38.2
Frequency
Teacher
Head of department
Other senior post*
Principal
Percent
14.7
35,3
10
10
11
3
Percent
29.4
29.4
32.4
8.8
(* excluding department head and. principal)
100
1. "Tacbrs willthgly spend tine after school with students."
Strongly Agree
Mildly Agree
Frequency
Percent
9
26.
24
?{ildly Disagree
O
Strongly Disagree
i
70.6
0.0
2.9
2. "There is a feeling of togetherness within the school,"
Frequency
Strongly Agree
Mildly Agree
Ì4ildly Disagree
Strongly Disagree
Percent
3
88
24
70.6
14,7
5
2
59
3, "Teachers are willing to try innovations in this school."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Percent
5.9
73.5
14.7
5.9
2
25
5
2
4. "The school administration provides needed information to the
staff."
Frequency
Strongly Agree
'U1d1y Agree
(ildly Disagree
Strongly Disagree
5, "Decision
Percent
23.5
50.0
23.5
2,9
s
17
8
1
akimg iii this school could. best be described as
decratic."
Percent
11.8
38.2
23.5
26.5
Frequency
Strongly Agree
!ildly Agree
Kildly Disagree
Strongly Disagree
6.
4
13
B
9
*Students are involved in decision making in this school."
Percent
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
0.0
8.8
35.3
O
3
12
19
55.9
101
ApI4ix2(Continued>
'7,
"Efforts are made to discuss this
Strongly Agree
'!ildly Agree
Mildly Disagree
Strongly Disagree
school4
Frequency
s goals."
Percent
5,9
38.2
35.3
20.6
2
13
12
7
8. "Problems are not ignored in this school."
Strongly Agree
Mildly Agree
ildly Disagree
Strongly Disagree
Percent
23.5
Frequency
8
16
4-7.1
26.5
2.9
9
1
9, "A deterrent to change in this school is the stress which
accoiapanies that change."
Percent
2.9
70.6
26.5
0.0
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
1
24
9
0
10. "Feedback information is utilized in conducting and sustaining
change in this school."
Percent
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
11.8
58.8
23.5
5.9
4
20
B
2
11. "Teachers value their professional association with this school."
Percent
2.9
67.6
23.5
5.9
Frequency
Strongly Agree
wildly Agree
i1d1y Disagree
Strongly Disagree
1
23
8
2
12. "Action taken in response to coiniuunity requests is based upon
professional knowledge."
Percent
8.8
52.9
38.2
0.0
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
3
18
13
O
102
Aiij&2(Continued>
- .
ey ..t
c4.0
.
b...1.?
.
13.
Ql.
.
t1
Techers feel threatened by conmiunity pressures."
Frequency
Strongly Agree
!'!ild.ly Agree
Mildly
Disagree
Strongly Disagree
Percent
2,9
26.5
61.8
8.8
1.
9
21
3
14. "Teachers are aware of instructional resources available to them
within the community."
Frequency
Strongly Agree
Nuldly Agree
Xildly Disagree
Strongly Disagree
Percent
2,9
67,6
29.4
i
23
10
O
0.0
15. "The school is unresponsive to many problems."
Frequency
Strongly Agree
l{ildly Agree
1'ildly Disagree
Strongly Disagree
Percent
14.7
14.7
47.1
23.5
S
5
16
8
16. "There is generally a pessimistic atmosphere in this school."
Percent
8.8
20.5
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
3
7
16
8
4-7.1
23.5
17. "Teachers in this school present new ideas for improvement»1
Percent
5.9
67.6
23.5
2.9
Frequency
Strongly Agree
1ildly Agree
1ildly Disagree
Strongly Disagree
2
23
B
i
18. "The goals of this school are seen as achievable by teachers."
Percent
5.9
50.0
38,2
5.9
Frequency
Strongly Agree
(ildly Agree
Mildly Disagree
Strongly Disagree
2
17
13
2
103
19.
Teachers feel that communication lines are open with the school
administrat ion,
Frequency
Strongly Agree
!ildly Agree
Mildly Disagree
Strongly Disagree
20.
3
17
11
3
Percent
8.8
50.0
32.4
8.8
ln general, teachers' opinions are valued in decision making."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
5
14
10
5
Percent
14.7
41.2
29.4
14.7
21. "Teachers' opinions are solicited but seldom used in this school."
Frequency
Strongly Agree
Mildly Agree
(ildly Disagree
Strongly Disagree
Percent
8.8
28.5
55.9
8.8
3
9
19
3
22. "Educational changes are generally made in our school without
sufficient study and preparation."
Frequency
Strongly Agree
)Uldly Agree
Mildly Disagree
Strongly Disagree
2
10
15
7
Percent
5.9
29.4
44.1
20.6
23. "The school has procedures for identifying school problen.'
Frequency
Strongly Agree
Nildly Agree
)tildly Disagree
Strongly Disagree
2
14
15
3
Percent
5.9
41.2
44. 1
8.8
24. "Many school problems are solved by group action."
Frequency
Strongly Agree
1ildly Agree
?(ildly Disagree
Strongly Disagree
4
15
10
5
Percent
11.8
44. 3.
29.4
14.7
25. "The right person is doing the right job in this school."
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Frequency
Percent
2
is
44.1
32.4
11
ô
17.6
26, 'tlnnovativeness is uncharacteristic of this school."
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Percent
Frequency
5.9
38,2
52.9
2.9
2
13
18
i
2'?, "Community requests receive little attention in this school."
Percent
Frequency
Strongly Agree
Mildly Agree
lUidly Disagree
Strongly Disagree
2
8
5.9
23.5
61.8
8.8
21
3
28. "Resource personnel available in the coiiziunity are utilized in this
school ."
Percent
2.9
61.8
Frequency
Strongly Agree
Mildly Agree
1U1dly Disagree
Strongly Disagree
29
i
21
11
32,4
2,9
1
"Teachers view school goals as appropriate.."
Percent
5.9
Frequency
Strongly Agree
(i1d1y Agree
!üldly Disagree
Strongly Disagree
2
18
12
2
52.9
35.2
5.9
30. "The public is made aware of the schooFe activities."
Percent
Frequency
Strongly Agree
1'!ildly Agree
wildly Disagree
Strongly Disagree
2.9
47.1
1
16
15
2
44.1
5.9
105
ApDendix(ContinuecD
Eruency tab1s p± the statenents
3L 'Any teacher in thj
school may assume leadership respons±bilities»
Frequency
32.
Percent
i
29
'!i1d1y Agree
10
294
(i1d1y Disagree
Strongly Disagree
21
61.8
5.9
Strongly Agree
2
So1ut1ons to problems are actively sought freni the teachers.1t
Frequency
Strongly Agree
Xildly Agree
Kildly Disagree
Strongly Disagree
5
19
8
2
Perceut
14.7
55.9
23,5
5.9
33, ttThis school has an ongoing plan for Îacilitatìng.tt
Frequency
Strcngly Agree
Mildly Agree
lt!ildly Disagree
Strongly Disagree
3
22
7
2
Percent
8.8
64.7
20.6
5.9
34, "The strengths of the teachers are utilized in this school.4'
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
2
19
12
1
Percent
5.9
55.9
35.3
2.9
35. ttîeachers enjoy getting together lnforna1ly."
Frequency
Strongly Agree
Mildly Agree
(i1d1y Disagree
Strongly Disagree
S
23
4
1
Percent
17.6
67.6
11.8
2.9
36. "Ideas for improvement generally receive support in. this school."
Frequency
Strongly Agree
!ildly Agree
Xlldly Disagree
Strongly Disagree
4
14
12
4
Percent
11.8
41.2
35.3
11.6
37. "Teachers in this school are given considerable latitude in carrying
out instruction."
Frequency
Strongly Agree
i1d1y Agree
(i1dIy Disagree
Strongly Disagree
Percent
3
19
12
353
O
0.0
38. "Teachers are unaware that goals exist for this school."
Frequency
Strongly Agree
Nildly Agree
Xildly Disagree
Strongly Disagree
Percent
8.6
26.5
55.9
8.8
3
19
3
39. "Procedures for conimunication with the coemnunity have been
established."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Percent
2.9
i
15
15
3
44, 1
44,1
8.8
40, "Decision making in this school could be described as undemocratic."
Percent
26.5
20.6
38.2
14.7
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
9
7
13
5
41. "It is difficult to change anything in this school."
Percent
11.6
26.5
41.2
20.6
Frequency
Strongly Agree
wildly Agree
(ildly Disagree
Strongly Disagree
4
9
14
7
42. "In our school procedures bave been established to evaluate out
effectiveness in resolving school problems."
Percent
0.0
55,9
29.4
14.7
Frequency
Strongly Agree
Nildly Agree
(ildly Disagree
Strongly Disagree
O
19
10
5
107
43. "There is general agreement by teachers as to the appropriateness of
the school goals»'
Frequency
Strongly Agree
Mildly Agree
Nildly Disagree
Strongly Disagree
Percent
i
29
15
16
44.1
47.1
2
44. "!ost teachers make an effort to comìunicate with the
administration,"
Prequency
Strongly Agree
Nildly Agree
Nildly Disagree
Strongly Disagree
1
17
13
3
Percent
2,9
50.0
38.2
8.8
45, "There is no opportunity for teachers to grow and develop
professionally in this school."
Frequency
Strongly Agree
ì'hldly Agree
Mildly Disagree
Strongly Disagree
2
8
16
8
Percent
5.9
23.5
47.1
23.5
46. «Nany teachers attend school social functions."
Frequency
Strongly Agree
!!ildly Agree
?'Uldly Disagree
Strongly Disagree
5
19
9
i
Percent
14.7
55.9
26,5
2.9
47, "ost teachers would rather teach in this school than someplace
else."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
2
18
11
3
Percent
5.9
52.9
32,4
8.8
48. "A climate of experimentation pervades this school."
Frequency
Strongly Agree
Mildly Agree
Mildly Disagree
Strongly Disagree
Percent
O
0.0
15
15
4
44,1
44,1
11.8
49, "Teachers are protected froi unreasonable coinunity and parental
demands."
Percent
2,9
52.9
35.3
Frequency
Strongly Agree
l'!ildly Agree
IUldly Disagree
Strongly Disagree
1
18
12
3
8.8
50. "The teachers in this school enjoy their work,"
Percent
11.8
55.9
23.5
8.8
Frequency
Strongly Agree
(ildly Agree
)!ildly Disagree
Strongly Disagree
4
19
8
3
109
ID
3QAL
FOCUS
CMMUNICATio
ADEQUACY
OP1IAL POWER
EQUALIZATION
RESOURCE
COHESIVENESS
MORALE
UTILIZATION
I
13
14
14
13
14
2
15
14
13
14
16
15
3
15
18
14
16
16
18
4
15
16
ii
14
15
15
s
ii
13
10
11
9
12
G
12
14
11
13
14
16
7
10
12
9
13
9
11
8
16
16
12
15
16
16
9
11
7
9
12
8
io
ii
11
12
12
13
11
12
11
6
11
9
13
9
15
12
15
13
13
14
14
16
13
16
16
13
15
17
15
14
15
13
1:3
13
15
14
15
12
12
11
13
14
12
IS
11
12
8
12
12
13
17
14
13
8
11
12
13
18
14
14
12
15
17
16
19
12
14
11
12
14
17
20
9
12
11
12
11
15
21
9
10
12
14
12
15
22
9
12
11
15
13
15
23
11
14
10
14
14
14
24
14
11
11
12
13
14
25
15
14
12
13
15
17
26
8
7
8
7
9
9
27
13
1h
10
11
9
15
28
15
16
13
16
17
20
29
11
10
10
11
15
14
30
9
11
10
15
13
14
31
16
15
12
14
13
15
32
10
11
10
11
15
15
33
15
13
13
13
15
15
34
18
16
15
15
15
18
11-o
Anpendix 3 (Continued)
List of scores of dimensions of the respondents
ID
Innoativeness
utonomy
Ñdaptation
Problem-solving
TOTAL
adequacy
13
14
12
13
135
2
16
15
1G
IS
149
3
14
16
15
13
155
4
15
13
15
14
146
5
11
13
13
12
115
6
14
14
15
IS
138
12
10
13
11
110
Ii
15
14
15
152
11
10
12
102
II
10
116
7
8
9
IO
II
11
12
10
12
9
8
7
98
143
12
IS
18
14
15
13
16
16
17
17
158
13
14
11
12
133
14
13
11
122
13
12
11
116
11
12
II
118
16
16
150
12
14
131
15
12
119
12
14
121
124
14
15
16
17
18
19
20
21
10
12
13
13
10
lO
10
17
15
12
13
22
11
13
12
13
23
12
15
15
14
133
15
14
133
15
18
149
14
7
5
79
13
123
24
25
26
17
15
5
12
15
27
13
12
13
28
16
14
16
17
160
115
29
13
11
10
10
30
14
12
12
14
124
14
16
144
15
12
126
14
15
143
17
18
147
31
32
33
34
14
14
14
16
15
13
15
15
111
s1
S,2
s3
s4
S2
5,4
3548
2645
O272
2636
-469
S.S
.1787
36i4
O487
S6
2547
4881
5,7
.236
2646
1117
3210
SPlI
4593
,2619
512
,0862
.2979
4812*
,0534
,4612
4275*
,3748
Sf13
1542
p2349
p3359
S14
,2859
2125
211
SJ5 p3434
516 -f0017
-03S2
-1069
1664
s8
s5
Sb
2337
-1397
S,17
p3927
4153*
S18
,3698
p4700*
ST9
5,20
3192
2257
,2030
.4542*
5,21
-3619
-2255
5,22 -1479
-.1474
-1570
2777
p2026
-0044
-0514
4956*
4638*
.3090
.2504
-.4074*
0568
5,32
8,33
9,34
,437*
8,35
.0786
5,36
.3148
5,37
2362
5,38
.1012
3,39
4466*
S,40 -.1523
8,41 -,1123
5,42 .2836
S,43
,2258
s,44
.4860*
.2174
,5476**
4641*
.2695
.2202
2957
4799*
.0691
5322**
.1757
-1677
.2003
.3449
2352
.1547
3414
3621
,2583
-,0726
2583
.3935
-.2156
3,7
8,8
,5722**
,7038**
,6825**
.1705
,5$89**
.4639*
.5014*
.1913
.0690
-.3828
-.1982
-5998** -,5294**
0341
4498*
3578
,5101*
,5382**
-.3572
.2385
,5652**
,6099**
,8494**
3,9
,6304**
,5568**
,5762**
-3460
3994*
.4682*
-.0876
.1820
.3647
.3805
,4795*
,6374**
.2823
-3680
2351
.4469*
,4176
,6034**
4033*
5797**
4267*
0138
-.3410
.3198
,7756**
,5500**
,5399**
.3102
3817
4890*
-2398
-3073
.2627
.4673*
.2422
.1653
.3685
.4640*
3336
,5488**
,5&75**
,5919**
.2108
,5564**
.4559*
,7531**
.4930*
-,4736*
.4335*
1140
-,6285** -2574
-.4776* -.1466
-,5760** -,5563**
2808
5522**
4958*
3821
2308
4390
0344
2482
-0732
-2912
.3072
,5632**
.53$1**
,6154**
-.0141
-1470
-1289
.3340
,5250**
-,0890
3302
-0229
,6462**
-3340
7337**
4519*
,5442**
-.4047*
-4381*
-,5218** -.3882
2255
0033
3986*
.3640
.3659
,5131**
3203
,7150**
.3176
4266*
-.3751
.1650
-3668
-4953*
-.4551*
.4385*
3529
-.4282*
.4444*
,5322**
3702
.2967
4162*
,5631**
6476**
.3522
6476**
.5073*
-4417*
.1943
1572
,1306
2993
2916
2308
-.1300
-.2489
-,6268**
-,8308**
-,S915**
-.5061*
-.4532*
-,6266**
-,6288**
-,6566**
.3920
.3852
.3741
3058
.2825
.2211
5344**
,5&25**
.1535
.2284
.3470
4575*
.4155*
-,5490** -,3458
,3243
,1849
,2627
.3253
.2548
.3515
.0505
,1844
.3639
-3084
.4388*
.3651
,5766**
,5662**
4893
5525*
-4052* -,5823** -,4399*
3945
,5801* .1722
.4256*
.3200
2652
,5336**
,5307**
-.2340
4969*
5084*
3463
4530*
.2924
4111*
,5824**
,5897**
112
-4055*
-,3367
.0408
1628
0650
0468
2071
.2207
.2190
-.0217
-2482
-0843
-1127
-2062
0343
0280
0977
2059
0000
.0876
1860
0650
-.0615
-.1921
-2375
-.0580
1415
1526
-,6178** -.0766
.5264**
,5399**
3470
.1342
.3453
.3947
.1852
.8444*
5013*
3934
2973
4882*
3022
2571
1758
-4911*
,5399**
,6098**
,6185**
0922
-0563
0997
-4731*
2696
4083*
.0997
.4279*
3612
4933*
-.3640
-.3472
5,45 -,3531
5,46
.1597
S,47
.1433
.2047
5,48
8,49 -.1810
SISO
,6462**
0878
.4179*
4123*
4821*
-.4069*
.0404
.2834
4412*
,2394
.2954
.3405
.2051
.2590
.2484
.1483
-2840
4614*
.3609
.4377*
6062**
,5930**
5192**
,5331**
.1204
4494*
-4184*
-3968
$27 -.2059
8,31
8,6
,
-.2156
-.0872
5,23
.2684
S,24
.3027
5,25
.2594
5,26 -.2547
3,28
9,29
8,30
5,5
5267**
.1354
2022
1419
0864
-,1035
ppendix t (Continued>
Sb
Sil
S12
S13
S14
SiS
S16
SU
3468
512
.3671
2842
813
,1177
.3331
514
3107
1011
SIS
-0148
1586
-1941
3010
.017
816
-.3128
-2332
-2986
-.0611
-.2444
3457
0615
1439
.1842
.0842
- 1022
3636
,3391
.1358
-.3275
S17
SIB
3206
4103*
3733
.4505*
817
4129*
SiS
,5497**
6l64*
819
6114**
,69SS*
3003
3132
3252
3119
2367
7043**
S20
,6381**
4171*
.4461*
1763
1299
-1975
-.3953
.2950
,6206**
821
-,5378**
-.3140
-4650*
-2289
-2163
-.0188
.3176
-.1406
-8282*
522
-4627*
-.20999
-.3957
2387
-.0805
,1305
.2400
.0383
-4027*
523
S770
-0989
.2360
-.2528
-4645*
.2365
.3813
824
5587**
-.1156
1168
-.1282
-.3659
.1806
6110** -0032
2391
-3151
-.4343*
.2379
3899
1266
.4435*
-3954
-3209
-3654
.2451
3087
,5188**
4138*
.3923
-4312*
3883
5254**
525
.4821*
-.0442
826
-5086*
-.2742
-3124
-1934
-3371
327
-.4583*
-2725
-,6349**
-.2035
-3023
.0938
.2717
1492
528
.1491
1993
-1689
0818
-1313
-.2409
.1823
829
3327
,S734*
,4727
.3497
,2785
-.0494
-.0940
.3355
6024**
530
4I78
,0844
.4151*
3663
,6479**
-0606
-3259
.2088
3286
$31
-1721
.3197
.3018
3423
-8333
-0029
-.0794
0281
3016
$32
.1781
.3537
.2466
2797
,1654
0580
-1752
1528
4420*
2318
.3203
.1911
,2446
0730
-.4288*
2946
.4697*
-3805
-4693*
-5383**
4782*
,5798**
833
5336**
5:34
5178*
$3G
2512
536
,5811**
.3274
.4498*
-.1468
,5572**
3698
2743
.1674
0226
-1423
.0000
-2854
.2660
,4080*
.0949
,3281
-.3133
-.1536
3621
,4830*
.0660
,5465**
537
3229
.3139
1054
.3085
,2510
1430
-.2569
1522
4889*
538
-.2207
-.3753
-2783
-.2289
-.2163
2614
3176
-.1406
-,4282*
-0028
,1636
5014*
$39
2504
.1787
.3133
1819
840
-,S189*
-,5224**
-,4191*
-.2965
.2627
541
-,3769
-5447**
-.4650*
-1655
-0965
-1487
4612*
1063
,2159
4541*
,3567
-,1450
1466
.3555
,0310
-.4016*
,2162
-2066
0432
.3384
-,1812
-,4195*
-0287
.3213
4420*
842
.2913
.3532
843
,4045
.4210*
844
,5653**
.1463
2828
,4679
.4572*
,5630**
-.2526
-5819**
1962
.3449
-3542
-.4395*
-0785
-,3225
2216
3674
.3708
.1916
.4963*
.3373
.3688
845
-4872*
-.4895*
$46
,3761
.0702
.2847
,5307**
-.0763
-,6271**
.3274
.4252*
,0949
,0023
-.3092
0315
,4830*
,0870
,1633
-.0076
-.2293
2623
,6566**
.4087*
-.1310
-,0419
-1624
-0573
-3725
-2162
.0000
4257*
.2525
,1004
0023
-.4477*
.2909
$47
2998
848
.3939
549
.2313
,3693
SSO
,4427*
,4615*
5247**
-.3322
2853
113
3345
,5701**
ppndix 4 CContinued)
S9
820
820
-5030*
-70S3*
822
$23
- 3260
-,5767:*
3721
,5962**
925
4931*
.1974
-f3747
-4412*
$27
-3978*
-SS39*
$28
2O28
$30
3279
3440
,2681
$31
.0688
$32
833
3678
p4821*
834
5428**
1782
,4230*
5191**
$35
$36
$37
,5508**
2003
-0306
4771*
-4942*
$41
$42
843
844
,3001
845
-,5203**
-,6282**
$46
,3527
,4575*
,4260*
.2736
,5272**
.1985
,5421**
,5184**
.3928
.3922
$49
SSO
3180
,1946
-S083*
-7227**
-,4488*
-.4732*
3621
p4157*
5630**
5972**
-1813
-5057*
-2748
-0330
-3830
3632
5634**
-3321
-3128
-,0159
,7946* -5162** -4875*
-p3030
S4
824
5467**
,5360**
,6391**
825
826
827
6270**
j107
.2934
-3055
,5363** -,5702** -3260
5416** -,5314** -14O&
p4013*
-4208* -3304
$39
$39
840
$47
823
-4876*
-5328**
69l0:* -,5401** -6289**
,602S:
-4400* -4487*
$26
$29
822
53S1*:
$21
$24
821
f3154
52S5**
5577**
-,3054
4435*
-.3317
.5583**
3952
-p4183*
-1825
3600
.3575
.3030
.0380
.2683
4955*
,4586*
.3740
,6629**
4577*
4362*
3033
0945
-2570
-.2735
.3575
.3216
-.3531
-4441*
0781
3691
-3821
-,2731
-0696
1229
.0941
.0240
.3387
4955*
4376*
.4675*
,6864**
.3154
.2618
.4603*
4722
,5997**
,7059**
0828
-.3392
-2855
-,6047** -4205*
-.4501* -.3189
-2108
-.3934
-5033* -5339**
-.2046
-2498
3489
-.3827
-.2340
-.1188
-,3008
.2213
.2213
.0328
-.4969*
-,5803**
-.4710*
-.3947
,501*
-3351
-2582
.4045*
.2891
2999
,3653
-,3440
-.4200*
-.4229*
-2703
4409*
3417
-3803
-.4326*
m2221
-3684
-.3195
,5837**
-4941* - 4839* -3281
-5705** -,5609** -.4725*
3048
-2122
-.0883
-,358
-2360
-,3367
-,1107
-,3172
-.1775
-.1769
.2760
,5366**
3925
S139**
.3105
5043*
-.6138** -,5657**
.0933
.4144*
,4242*
.2584
4276*
.2917
,5413**
.4539*
.1914
.3089
114
2832
,6475**
-.3167
.3615
.3680
.1451
.1758
,3478
.4348*
-.2341
,5483**
-.2667
-.1803
-.2125
,0000
-.3033
.2662
-.2256
5178*
-.3862
-4978*
.5027*
-3225
-3450
-.1193
-.3322
-.1792
Appdix 4 (Continued)
Cote1tion matrii of thettmnts in guestionnir
$28
S29
S30
$31
S32
.4141*
829
2937
$30
-O271
2341
S31
1234
2828
.0941
$32
3645
&678**
.0175
833
2307
2909
3120
0243
$34
.2958
3384
.3293
.3378
3370
536
-0779
-0663
.2108
-0740
-0604
536
2S65
4220*
.4001*
.0395
3522
$37
.3)38
3699
.0914
.0504
.4650*
$38
-.5092*
- 0974
-.0952
S61S**
$39
2SS2
,4783*
.2878
$40
-.3362
-.4850*
- 2363
-
$41
-.4040*
-4089*
$42
.2008
.2188
$43
-.0643
.6005*4
$44
.0465
.2194
645
-.2157
$46
0625
1525
.4997*
S47
1160
3371
1262
$48
2139
.4755*
.1220
.2651
$49
.4306*
,3055
.0000
.068)
$50
,0934
.3722
,
$37
$38
-,5809**
934
S35
$36
,6161**
.3994*
.3602
,5154**
.5096*
.
.2722
.290 1
.0000
-0659
- 1676
.0601
5403**
3850
-4253*
.1980
.3862
.2665
3305
-1327
.2302
I 325
-.4088*
-.5087*
-,489*
-.3108
-7250*
- 1320
-,3050
-4589*
-3996*
-,5735**
-.1487
-.4235*
.3947
.2516
.0467
3671
.5012*
.4811*
1889
.3034
3632
.4191*
0201
2392
-0101
-.3345
-.0158
.2618
.4592*
2202
2063
3178
4180*
,2908
.3349
-.0680
.0000
.2654
.1974
2986
,6563**
.3494
4535*
- 3730
,
4789*
3841
Correlation
$38
-.3830
S33
atri
$39
4166*
-,5679**
-.0278
.3913
4151*
,
,4381*
.4066*
3763
.2114
,5362*
.5079*
.395)
,6241*
-.4772
-2755
-.5050*
,1888
.1299
.4844*
4987*
3034
.4216*
.4721*
of the stateMent in guestiónnaire (Continued)
$40
$41
842
543
S44
S45
-.4954*
-.2758
$39
.1891
S40
-.4072*
,5683**
-.3395
$41
-.3840
.3952
-.3737
$42
.0465
-.1549
.1880
-.3593
$43
.3690
-.3733
.4465*
-,6931**
-.4604*
$44
.2938
-.0359
.0252
-.3443
-.3065
$45
-.4609*
.3519
-.3913
$46
.1650
0064
.0284
-,2208
-0106
.0268
.4085*
-.2652
$47
.3959
-.1944
.1839
-3168
-.4581*
.2827
4070*
.2907
-,4921*
$48
.4235*
-.394.0
.4087*
-,6118**
-.4360*
.3260
,6138**
.0516
-,5401**
$49
.1040
-.3876
-,0611
-.4090*
-.3197
2306
.1623
.1820
-,2030
$50
.3284
-.219)
.1146
-.4749*
-.4066
.4833*
.4675*
,5583**
,5359**
-4830*
,6051**
115
.3596
.2546
-4175*
,5163**
,2561
-,5852**
.2336
-.4512*
-3968
ppndix 4 (Continued)
Correlation matrix of the statements in guestionnairi
S46
S47
847
0200
888
ì200
2880
849
0000
4306*
SSO
2242
5382**
S48
S49
566
8567*
.3755
116
X
Y
Y
Z
Total
.7887**
,8228**
.934**
.8234**
,9078**
* 954O*
X: tasked-centred dimensions
Y: maintainence dimensions
Z: growth dimensions
117
<1)
Goal Focus
task-centred dimensions
. 9292**
Conimunication
Adequacy
Optimum Power
Equalization
<2)
Resource
Utilization
Cohesiveness
Morale
<3)
Innovativeness
Autonomy
Adaptation
Problem Solving
Adequacy
. 8903**
. 8329*
maintenance dimensions
850'7**
. 8872**
.
growth dimensions
8153**
.
693**
.
9209**
.9481**
* 0.01 level of significant
** OOOl level of significant
i 18
Dendrogram using Average Linkage (Between Groups)
Rescaled Distance Cluster Combine
Case
O
5
10
15
Seq
12
31
B
2
1
4
14
6
33
24
13
34
28
18
25
3
5
7
19
32
23
21
22
15
16
29
30
20
lo
27
17
11
26
9
119
20
25
Ppendix 8
Covering letter
15th J{ay 1987
The Principal
Dear Sir/Madani,
I am an M.
Ed.
(Management elective) student of HKU and my research
interest is on the study of the school climate.
Change is a fact of school life.
School administrators cannot be
content to let change occur randomly but niust be prepared to manage the
inevitable
succession of new conditions that will confront them.
Therefore, plans are prepared for educational changes.
The effectiveness of a plan for change may depend on the school climate
rather than the adequacy of the plan.
The purpose of this study is to
find out the types of school climate found in Hong Kong secondary
schools .
I would greatly appreciate it if you would asic one of your senior staff
member to complete the questionnaire and return it in the enclosed
addressed, stamped envelope by 30th May 1987.
All data collected on the questionnaires will be kept cçnfidential and
used only in combination with those of others to form a statistical
profile.
I look forward to your speedy response and thank you in advance for your
cooperation.
Yours faithfully
GO CHEUNG NGAI, ALFRED
120
Appendix 9
Answer Sheet
Stron1y Agree
A:
B:
1,
----------
2
L,
----------
7
----------
12,
11
1i1d1y Agree
C:
Mildly Disagree
3,
----------
4,
----------
9,
----------
9,
----------
13,
14,
D:
Strongly Disagree
5
----------
lo,
__________
IS,
__________
. 20, __________
16
17,
18,
9,
21,
22,
23.
24,
25,
26,
27,
28,
'29,
30,
22,
33,
34,
35,
36,
37
38,
39,
4
42, ----------
43
47
48,
31
+6,
----------
______
40,
-----------
49
121
50,
__________
Appendix 10
Sßction I
following back groimd information.
PZ.ease provide th
Please tick where appropriate.
1.
Sex
Male O
2.
Female O
Academic Qualifications
Major subject/s
Degree/Diploma -
3.
Teaching Experience
Years
From
4.
Major subject/s
To
Type of school
a.
Government
Subsidized
O
O
b.
Grammar
Technical
Prevocational
Private
5.
I
O
O
O
11 - 15 years
O
o
6 - 10 years
16 - 20 years
21 years or above o
NUmbeX of students
less than 60].
901 - 1200
Q
0
601 - 900
1201 - 1500
more than l5OQ
7.
Type of sponsoring body:
8.
Ptesent post in school
Teacher
Head of department
o
O
Other senior post (excluding
department head and principal)
Principal
O
122
Q
0
Boys'
Gir1s
Co-ed
Age of school
1 - 5 years
6
c.
o
Q
o
o
o
Appendix 10 (Coninued)
Section 2
Read eath item carefully
in the crppropriate box.
Statement
d mark your answers by pütting a tick
0000
000,o
Strongly
Agree
1. Teachers willingly spend
time after school with
students.
2. There is a feeling of
togetherness within the
school.
3, Teachers are willing to
try innovations in this
school.
4. The school administration
provides needed information
to the staff.
5, Descision making in this
school could best be
described as democratic.
6. Students are involved in
decision making in this
school.
7. Efforts are made to discuss
this schoolts goals.
8. Problems are not ignored
in this school.
9. A deterrent to change in this
school is the stress which
accompanies that change.
lo. Feedback information is
utilized in conducting
and sustaining change in
this school.
.
il. Teachers value their
professional association
with this school.
12. Action taken in response to
coiuuunity reqúests is based.
upon professional knowledge.
13. Teachers feel threatened by
qommunity pressures.
14. Teachers are aware of
instructional resources
available to them within
the cémmunity.
15. The school is unresponsive
to many problems.
16. There is generally a
pessimistic atmosphere in
this school.
Mi idly
Agree
Mildly
Disagree
0.0
Strongly
Disagree
000
00 O
0
O
O
O
O
O
O
o
0000
0000
0000
00
0000
CO 00
0000
0000
00
0000
O
'O
123
O
OE
Appendix 10 (Continued)
Strangly
Agree
17. Teachers in this school
present new ideas for
improvement.
Mildly
Agree
Mildly
Disagree
000
18. The goals of this school
are seen as achievable
by teachers.
Strongly
Disagree
o
o
oc
ccoo
o o oc
ccoo
o o oc
oc
oc
oc
co
co oc
19. Teachers feel that
o
coximiunication lines are
open with the school
administration.
20. In general, teachers
opinions are valued in
decision making.
21. Teachers' opinions are
solicited by seldom used
in this school.
22. Educational changes are
generally made in our
school without sufficient
study and preparation.
23. The school has procedures
for identifying school
problems .
24. Many school problems are
solved by grcup action.
25. The right person is doing
the right job in this school.
26. Innovativeness is
uncharacteristic of this
school.
o
co
27. Community requests receive
little attention in this
school.
.
28. Resource personnel available
in the community are utilized
in this school.
29. Teachers viewschool goals
as appropriate.
30. The public is made aware of
the school's activities.
31. Miy teacher in this school
may assume leadership
responsibilities.
32. Solutions to problems are
actively sought from the
teachers.
33. This sbhool has an ongoing
plan for facilitating
change.
34. The strengths of the teachers
are utilized in this school.
124
e
o
0000
0000
oc
oc
oc co
0000
co Do
oc oc
0000
0000
0000
0000
0000
0000
0000
o o oc
oc
o
0000
0000
0000
0000
oc
oc
0000
0000
Strongly
Agree
35. Teachers enjoy getting
together informally.
36. Ideas for improvement
generally receive support
in this school.
37.
Teachers in this school
are given considerable
latitude in carrying
out instruction.
38. Teachers are unaware
that goals exist for
this school.
39. Procedures for communication
wìth the community have been
established.
40.
Decision
making in this
school could be described
as undemocratic.
41, It is difficult to change
anything in this school.
42. In our school, procedures
have been established to
valuate our effectiveness
in resolving school problems.
43. There is general agreement by
teachers as to the
appropriateness of the school
goals.
44. Most teachers make an effort
to communicate with the
administration.
45, There is no opportunity for
teachers to grow and develop
professionally in this
school.
46. r4any teachers ttend school
social functions.
47. Nost teachers would rather
teach in this school than
someplace else.
48. A climate of experimentation
pervades this school.
49. Teachers are protected from
uDreasonable community and
parental demands.
50. The teachers
school enjoy
in
this
their work.
MldZ.y
Agree
Mildly
Disagree
e
125
Strongly
Disagree
Appendix ii
Score Sheet
Di inensi ons
Goal Focus
Scare
items
ABCD
4321
7
18
29
38
43
Coniniu nicat ion
Adequacy
Optimal Power
Equal izat ion
Resource
Utilization
4
3
3
3
3
4
4
4
2
2
2
2
1
2
2
2
1
2
2
1
1
1
1
1
1
1
4321
4321
5
§
20
31
40
4
3
4
4
3
3
2
2
2
14
4
3
2
1
4
1
2
2
2
2
3
1
4
4
3
3
3
25
28
1
1
1
1
1
4
4321
2
11
4
1
15
24
47
3
2
2
1
3
4
4
4
3
3
2
2
1
1
4321
1
Inn.ovativeness
3
3
3
3
4
19
30
39
44
34
45
Cohesiveness
4
4
4
4
16
35
46
2
3
3
2
4
4
50
4
3
2
1
3
17
4
1
1
4,321
4321
2
3
2
4
4
3
2
3
3
2
1
12
13
4
3
2
2?
37
49
1
2
4
4
3
2
3
3
2
2
1
1
26
36
48
1
4-
26
3
1
1
4
4
1
1