| Abstract: | The assumption that increased autonomy and responsibility at the school site-level will result in enhanced performance of schools is often problematic. Cheung and Cheng (1996) suggested that in order to ensure school effectiveness, self-management practices at the individual teacher, group, and school levels are necessary. This article reports the findings of a case study of multilevel self-management in 3 Hong Kong primary schools. It revealed that the practices of multilevel self-management were associated with enhanced school performance at multilevels. Further, teachers' self-management practices determined largely the success of the school's self-management and demonstrated significant influence on the practices of work groups and the school. |
