Evaluation of the effectiveness and influencing factors of the school administration and management system : an empirical study

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Evaluation of the effectiveness and influencing factors of the school administration and management system : an empirical study

 

Author: Lai, Ka-ying Peggy
Title: Evaluation of the effectiveness and influencing factors of the school administration and management system : an empirical study
Degree: M.Sc.
Year: 1998
Subject: School management and organization -- Data processing
Management information systems -- China -- Hong Kong -- Case studies
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of Computing
Pages: xiv, 185 leaves : ill. ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1439176
URI: http://theses.lib.polyu.edu.hk/handle/200/1092
Abstract: The School Administration and Management System (SAMS) is the first large scale information system which the dual purposes of computerizing the management and administrative processes of schools and providing electronic exchange of data between schools and the Education Department. It was introduced in 1994 and scheduled to be completed by 1998. No previous large scale and comprehensive research has ever been conducted for such a large scale information system. This research thus aims at evaluating the effectiveness of SAMS and the various influencing factors. It also aims at finding out whether there are any differences between primary and secondary schools. Based on an abundance of literature reviews and empirical researches, three indicators of SAMS effectiveness, namely system usage (includes both frequency and duration of system usage), user satisfaction and impact of SAMS on school management and administration are identified. Moreover, five categories of influencing factors related to system quality, information quality, management support, system training and system support are assumed as influencing factors. These factors are postulated into hypotheses for validation and testing purposes. Through the quantitative method of sending questionnaires to 961 schools installed with SAMS and the qualitative method of interviews with some school end-users and systems developers, comprehensive and objective research findings are obtained. It is found that the frequency of system usage, user satisfaction and impact of SAMS are positively related together and they are all effective indicators of SAMS effectiveness. Moreover, most of the variables related to system quality, information quality, management support, system training and system support have positive influence on frequency of system usage, user satisfaction and impact of SAMS. However, contrary to most of the previous researches, there is a negative correlation between duration of system usage and user satisfaction. Moreover, unlike previous research findings, some of the variables of influencing factors have negative correlation with the duration of system usage. When analyzed in terms of the usage of SAMS, about one-fourth of the respondents do not use SAMS. The use of SAMS for daily administration and management is higher for secondary schools than for primary schools. For those respondents who use SAMS, the frequency and duration of system usage falls in the middle ranges of average usage. Moreover, they are least satisfied with the system qualify of SAMS while most satisfied with the information quality. Both primary and secondary schools display similar patterns. Based on the above findings, recommendations in areas of SAMS hardware and software, system functionalities, system interface, information contents, system training and support are provided. The contributions and limitations of this research and guidelines for future researchers in this aspect is also presented for future studies.

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