Journal of Primary Education

Abstract

In the light of the recent trend of education indicator development and the advances in school effectiveness research, this paper develops a framework including multi-levels and multi-indicators to assess education quality in Hong Kong primary schools. The framework is more concerned with process characteristics in schools and the selection of multi-indicators is supported by research evidence from the past studies and the pilot study. It assumes that education quality in school can be indicated by the overall performance of school members at the individual level, the group level, and the organizational level; the affective, cognitive, and behavioral components of performance; and the satisfaction, perception, and performance of the key school actors.

The framework was used to assess the education quality of a random sample of 90 Hong Kong schools involving 90 principals, 2,117 teachers, 280 classes, and 13,520 primary 6 students. The findings provide an useful profile of education quality in primary schools that can be used to plan school internal development, report accountability to the public, and making policy for enhancement of education quality. This framework can contribute to the growing public concern, policy discussion, research conceptualization, and practice on education quality and school development in both local and international contexts.

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