AbstractIn response to the recent educational reform proposed by the Hong Kong Education Commission Report No. 7, Quality School Education, attempts were made to develop performance indicators for school self-evaluation and external assessment in the area of administrative and management. Based on Schein's model of levels of culture, Sathe's interpretation of organizational culture, and model of levels of culture, Sathe's interpretation of organizational culture, and Getzels and Guba's model of organizational behaviour and the data from a sample of 554 teachers from 44 randomly selected secondary schools, a 61-item instrument, the School Values Inventory (SVI) Form III, with ten valid and reliable subscales of organizational values was developed. The SVI generated the Total Values Similarity (TVS) scores at the teacher level and the Organizational Culture Index (OCI) at the school level as measures of the strength of organizational cultures. According to the strength of organizational cultures, schools can be classified into those of "strong culture", "moderate culture", "weak culture", and "conflicting culture". An important implication of the study is that if school administrators are to build a quality management culture in schools, they should decentralize school management to teacher level and emphasize rationality, participation, collaboration, collegiality, goal orientation, communication and consensus in their daily managerial practices.
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