ABSTRACT
Currently, Hong Kong is rapidly developing in nearly every aspect of its society including economic, political, cultural and social aspects. The drastic impacts of the economic downturn since 1997, rapid globalisation, political transformation and information technology have further accelerated the changes and developments of education in Hong Kong (Cheng, 2000). During the past decade, a number of education policies have been issued to improve school education to meet the challenges from a changing education environment (Education Commission, 1982-97; Cheng, 1999). The understanding of the characteristics of the more effective and less effective schools in such a changing background may make an important contribution to the ongoing policy discussions and reforms in both local and international contexts.
