Research on the construction of a high school evaluation culture indicators and its relationship with school effectiveness

Abstract Evaluation is an important tool for facilitating and promoting the growth of school members and improving the quality of schooling. The Organisation for Economic Co‐operation and Development (OECD) claimed that effective school evaluation involves continuously using the results of such evaluations in school operations (2019). Based on the evaluation process, each school organisation develops a certain evaluation culture through acts of self‐reflection and learning. Therefore, the purpose of this study is threefold. First, it focuses on ‘constructing indicators of the high school evaluation culture’; second, it emphasises ‘verifying the indicators of the high school evaluation culture’; and third, it involves ‘testing the structural relationship model of the impact of the high school evaluation culture on school effectiveness’. A total of approximately 40 scholars working in the field of educational evaluation, educational administrators, administrators and teachers were recruited for this study to consult on the construction of indicators of the high school evaluation culture and to complete a questionnaire regarding fuzzy ethics; these participants were drawn from 372 schools in Taiwan. Educators working at public and private high schools completed a questionnaire survey. Finally, a measurement model for the construction of indicators of the high school evaluation culture was tested using a linear structural equation model to examine the reliability and validity of the indicators (i.e. questionnaires). The final results of this study are as follows: (1) School: The evaluation culture index includes five levels and 34 indicators, which exhibit good reliability and validity. (2) The verification of the evaluation culture and the school performance structure model indicate a good degree of adaptation. (3) School performance can be improved through a high‐quality evaluation culture, which has a direct impact in this context. Then, based on the findings of this study, relevant suggestions are proposed for schools, principals, educational personnel, and researchers. Context and implications Rationale for this study Evaluation is an important tool for facilitating the growth of school members and enhancing the quality of education. Establishing indicators for the evaluation culture can enhance school effectiveness. Why the new findings matter The evaluation culture indicators exhibit good reliability and validity, and verification with the school performance structural model reveals a good fit that enhances school performance. Benefits of the research for education authorities, schools, school leaders and researchers Educational authorities can encourage school leaders to shape evaluation culture, enhancing members' growth and integrating it into school operations for overall development. Evaluation culture indicators, with proven reliability and validity, guide quality management and improve school effectiveness. Evaluation culture informs school leaders' decision‐making, aiding in development plans, organisational growth, and members' participation in school affairs. The study supports the link between evaluation culture and school effectiveness, providing empirical data and practical applications for researchers, enriching educational evaluation research.