教統會「第七號報告書」建議採用「質素保證視學組」及「學校自我評估」的雙管齊下方法來保證教育質素。礙於香港的學校教育質素改革處於起步階段，現未有完整、可靠、有效及被廣泛接受的質素指標以供使用，本研究嘗試發展一些質素指標用作評估小學的行政和管理工作表現。透過利用一份由 64 句句子組成的「學校組織價值」問卷，學校的行政和管理工作可被總括為十個不同的範圍和指標。透過一項「組織文化指標」的量度，學校亦可被區分為擁有「強勢文化」、「中等文化」、「弱勢文化」和「衝突文化」。本研究的結果顯示，如學校要建立優質的管理文化，行政人員應從決策理性化、促進參與與協作、建立團隊精神、釐清目標和使命、加強溝通和認同及增強教師專業發展和自主等的策略入手。

　　　　　In response to the recommendations of the Education Commission Report No. 7, attempts were made to develop performance indicators for school self-evaluation and external assessment in the area of administration and management. Based on Schein's model of levels of culture, Sathe's interpretation of organizational culture, and Getzels and Guba's model of organizational behavior and the data from a sample of 839 teachers from 60 randomly selected primary schools, a 64-item instrument, the School Values Inventory (SVI) Form IV, with ten valid and reliable subscales of organizational values was developed. The SVI generated the Total Values Similarity (TVS) scores at the teacher level and the Organizational Culture Index (OCI) at the school level as measures of organizational cultures, schools can be classified into those of "strong culture," "moderate culture," "weak culture" and "conflicting culture." An important implication of the study is that if school administrators are to build a quality management culture in schools, they should decentralize school management to the teacher level and emphasize rationality, participation, collaboration, collegiality, goal orientation, communication, consensus, professional orientation and teacher autonomy in their daily managerial practices.