Four Types of School Environment: Multilevel Self-Management and Educational Quality

Cheng, Yin Cheong; Cheung, Wing Ming Francis 張永明

doi:10.1076/edre.10.1.71.26298

Cited by 13 publications

(13 citation statements)

References 27 publications

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“…Team involvement is essential in the implementation of TQM in schools, empowering workers to take the initiative to improve the processes and quality (Sulaiman et al , 2013; Nawelwa et al , 2015), enhancing communication flows and focusing on a data-driven decision-making (Powell, 2000; Ah-Teck and Starr, 2014). Quality performance of groups is expected to be very important and necessary in teaching and daily work to enhance students' learning (Cheng and Cheung, 2004).…”

Section: Resultsmentioning

confidence: 99%

Findings of quality management studies in primary and secondary education: a systematic literature review

Bouranta

Psomas

Antony

2020

TQM

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PurposeThe aim of this paper is to present the main findings of the studies in the field of quality management (QM) in primary and secondary education. Grouping these findings into themes and these themes, in turn, into broad categories as well as prioritizing the themes of findings are also aims of the present study.Design/methodology/approachA systematic literature review (SLR) of articles focusing on QM in primary and secondary education was carried out based on major publishers, namely Emerald Online, Taylor and Francis, Elsevier/Science Direct, Springer Link, Sage Publishing and Online. In total, 133 articles published in 62 journals during 1983–2019 were collected. The affinity diagram was applied in order to group the findings of the QM studies into logical themes and these themes into broad categories. Moreover, the Pareto diagram was applied to prioritize the themes revealed.FindingsA plethora of articles focusing on QM in primary and secondary education have been published in the last decades. The findings of the QM studies presented in the 133 reviewed articles are grouped into 43 themes and these themes, in turn, into 6 broad categories, namely management practices, school characteristics, teachers, stakeholders, government and pupils. The analysis also reveals themes that can be characterized as “vital” and “useful.”Practical implicationsResearchers and school managers can take into consideration the findings of the QM studies in primary and secondary education as well as the themes of high priority for the design of future studies and QM implementation plans, respectively.Originality/valueThis is the first literature review study which presents analytically the findings of the QM studies in primary and secondary education. This study also contributes to the literature by formulating meaningful themes of these findings and broad categories of these themes and by prioritizing the themes revealed.

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Section: Resultsmentioning

confidence: 99%

Findings of quality management studies in primary and secondary education: a systematic literature review

Bouranta

Psomas

Antony

2020

TQM

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“…Quality is the sum of the characteristics that affect the product or service, which depend on the satisfaction degree of the identified needs (Cheng & Cheung, 2004). Therefore, first generation researchers who first used this concept have defined the concept of quality as excellence in education.…”

Section: Effective School and The Concept Of Education Qualitymentioning

confidence: 99%

Effects of Secondary School Students’ Perceptions of Mathematics Education Quality on Mathematics Anxiety and Achievement

Çiftçi¹

2015

EDUC SCI-THEOR PRACT

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The two aims of this study are as follows: (i) to compare the differences in mathematics anxiety and achievement in secondary school students according to their perceptions of the quality of their mathematics education via a cluster analysis and (ii) to test the effects of the perception of mathematics education quality on anxiety and achievement via structural equation modeling. The research was designed using a causal design; the mathematics education quality comprised the independent variable, whereas mathematics anxiety and achievement comprised the dependent variables. This study was conducted with 638 secondary school students from schools located at the city center of Eskisehir, spread in the region [lower, middle and upper] according to the socio-economic classification of TUIK, which is referred to as layered sampling. Data were collected using the Mathematics Education Quality Scale and the Mathematics Anxiety Assessment Scale, whereas student achievement levels were obtained from the Placement Test [TEOG] score and the mathematics grade point average [GPA]. The data obtained in this study were analyzed using Ward's minimum variance hierarchical cluster, discriminant, ANOVA, MANOVA, paired-samples t-test and path analysis. The findings were grouped as (i) input, (ii) process and (iii) output clusters, which each presented different perceptions of secondary school students regarding the quality of mathematics education. In addition, these findings also indicated that mathematics education quality perception positively affects the TEOG and mathematics GPA, whereas it negatively affects mathematics anxiety.

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“…One of the major impacts of these reform efforts is the change in both the conception of and approaches to quality assurance and school monitoring in Hong Kong. The quality assurance literature has identified several perspectives from which quality in education can be conceptualized (Campell andRozsnyani 2002, quoted in Mizikaci 2006; M. M. C. Mok (B) Centre for Assessment Research and Development, The Hong Kong Institute of Education, Tai Po, Hong Kong e-mail: mmcmok@ied.edu.hk Cheng and Cheung 2001). Indeed, quality in education is multifaceted, multidimensional (Cheng and Cheung 2001) and is described by some as a dynamic positive concept (Mukhopadhyay 2001). Consequently, it is not surprising that the Hong Kong government has adopted an eclectic approach and applied the following conceptions in its implementation of quality assurance and school monitoring:…”

Section: Introductionmentioning

confidence: 99%

“…• Quality as fitness of educational outputs for use (Cheng and Cheung 2001;Crosby 1979;Juran and Gryna 1988;Mizikaci 2006): This conception requires that the product of educational process meet the needs and desires of strategic constituencies. With this conception, views of such key stakeholders as parents and employers are solicited to ensure that schools have satisfied their needs.…”

Section: Introductionmentioning

confidence: 99%

Quality assurance and school monitoring in Hong Kong

Mok

2007

Educ Res Policy Prac

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This study reports on the Hong Kong education quality assurance and school monitoring system. Three research questions were addressed: (1) Who controls the quality of school education in Hong Kong? (2) What strategies are used in the Hong Kong school education quality assurance process? (3) Agenda for Future Research on quality assurance and school monitoring in Hong Kong. The analysis found that whilst quality assurance systems in Hong Kong are sophisticated, major reviews are necessary to rebuild trust between the government and practitioners.

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Four Types of School Environment: Multilevel Self-Management and Educational Quality

Cited by 13 publications

References 27 publications

Findings of quality management studies in primary and secondary education: a systematic literature review

Findings of quality management studies in primary and secondary education: a systematic literature review

Effects of Secondary School Students’ Perceptions of Mathematics Education Quality on Mathematics Anxiety and Achievement

Quality assurance and school monitoring in Hong Kong

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