| Abstract |
School administrators in high achieving schools serve as developers of a
school culture and they are considered the main source and the driving
force for continuous educational effectiveness. The problems that need to
be addressed by the Ministry of Education at present are : Is there any
measuring instrument on school effectiveness that suits Malaysian school
setting ? If no, how do the Ministry of Education and the State
Education Department determine and justify whether a school administrator
has brought effectiveness to a school ? Even though there are existing
instruments abroad in the market, it seems that these instruments are
not locally-based and the sub-scale compositions may not be
relevant to the Malaysian context. It is undeniable that we do have
instruments to measure certain aspects of a school but the issues here
are “what” is being measured, “how” it is measured, and what are the
dimensions or indicators used to measure school effectiveness. Thus,
developing other measuring instruments would not be an issue as we
would then have a lot of options and alternatives to choose from to suit
our purposes and objectives. In short, having another developed School
Effectiveness Indicators Checklist (E-SEIC) would be an alternative
for the Ministry of Education and State Education Departments to use this
measuring tool as a means to measure the level of school effectiveness
apart from the existing tools in Malaysia. The School Effectiveness
Indicators Checklist (E-SEIC) is used to provide a means to gauge school
performance on the five vital dimensions related to school effectiveness.
The E-SEIC measures five dimensions of school effectiveness : (1).
Academic Performance; (2). School Programme; (3). Organizational
Management; (4). Learning Environment; and (5). School Achievement |