Abstract
School-based management (SBM) has been an important worldwide school restructuring movement in the past thirty years. Cheng & Cheung (2001) confirmed that the multi-level self-management strengths of schools were positively related to the quality indicators of organizational performance, group social norms of teachers, and individual teacher job performances. This paper reports on the effects of an intervention program launched in four schools identified from Cheng & Cheung's (2001) study. Findings suggest that the action-group school originally with very low multi-level self-management capacity did develop its multi-level self-management capacity. In this paper, the intervention program will also be outlined. It is hoped that more focused intervention programs could be developed to facilitate effective implementation of SBM world-wide in the future.
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