%C Genting Highlands, Pahang
%D 2009
%A Mohd Nor Mohamad Yusof 
%X In a modern society, schools have become very important entities because they form social institutions which interest many people and involve the role of various interest groups and stakeholders in the society'. The community where a school resides and the parents of children of those who go to that school will be proud if their school is categorised as a good school. Conversely, they will blame the school management if it does not perform well in terms of pupils' attainment or if the school's achievement fell below the average of the national standards2. As such, parents tend to choose schools for their good achievement records for their children'. In other words, parents and stakeholders place high expectations on schools. Therefore, it is only natural that school leaders and education authorities as well as every classroom teacher whether in the UK or Malaysia, would want their schools to be more effective than other schools so as to fulfil the high expectations of everyone in the community. 
Stakeholders' expectations among others, have been the key driving force for the growing interest among education researchers' in looking for answers to questions such as 'what is an effective school?', 'school effectiveness for whom? (Slee, et.al., 1998; Weindling, 1994), 'why do we need to have an effective school?', 'how to be an effective school?' and 'what is the accurate, appropriate, reliable and valid instrument to measure school effectiveness?" (see Sammons, et.al., 1997; Mortimore, 1991, 1998; Teddlie & Reynolds, 2000).

%I Institut Aminuddin Baki
%K Potentials Of Contextual Value-Added Measures In Assisting Schools Become More Effective 
%T Potentials Of Contextual Value-Added Measures In Assisting Schools Become More Effective 
%E Ibrahim Nor Asiah
%E Hashim Nor Hasimah
%E Popatlal Shadhana
%L iab_repo266
%S Educational Management and Leadership Series