Using the analytical hierarchy process to construct performance indicators for comprehensive high schools in Taiwan

Lung-Sheng Lee1, Liang-Te Chang2, Chih-Chien Lai3, Kuen-Yi Lin3
1National United University, Taiwan
2De Lin Institute of Technology, Taiwan
3National Taiwan Normal University, Taiwan
Cite this article:  Lee, L., Chang, L., Lai, C., & Lin, K. (2011). Using the analytical hierarchy process to construct performance indicators for comprehensive high schools in Taiwan. Social Behavior and Personality: An international journal, 39, 615-626.

Volume 39 Issue 5 | e2151 | Published: June 2011 | DOI: https://doi.org/10.2224/sbp.2011.39.5.615

Abstract
Full Text
References
Tables and Figures
Acknowledgements
Author Contact

In recent years numerous position papers (Visscher, 2001; Wang, Shieh, & Wang, 2008) have been written about the need for ensuring the efficient and effective performance of educational institutions and an increasing number of policy makers are advocating that educational institutions be held accountable for their performance. Our purpose in this study was to construct performance indicators (PIs) for comprehensive high schools (CHSs), which provide general and occupational education programs. A literature review was completed, a panel discussion held, and field interviews were conducted. An analytical hierarchy process was used to make decisions on a framework of PIs for CHSs in Taiwan. The 2 main conclusions were that the most important indicator of performance in CHSs is the domain of “student and development” and that the difference between the experts’ and practitioners’ viewpoints on those schools’ performances should be addressed in the near future.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.