Organizational Effectiveness in Online Teaching: China and Australia Compared

Abstract

This paper investigates the organizational effectiveness of online teaching in a Chinese public middle school during the COVID-19 pandemic, using Haileybury Pangea, an Australian private online school, as a comparative benchmark. Drawing on the McKinsey 7S framework and the Input-Process-Output (IPO) model, the study systematically examines multiple dimensions of organizational performance, including strategic orientation, operational systems, teacher professional development, student engagement, and institutional culture. The analysis reveals that the Chinese public school demonstrated remarkable resilience and adaptability in transitioning to online instruction; however, its efforts were constrained by fragmented digital platforms, insufficient teacher training, and a rigid hierarchical culture that limited pedagogical innovation. In contrast, Haileybury Pangea leveraged an integrated digital ecosystem, data-driven instructional design, and distributed leadership to cultivate a student-centred and sustainable online learning environment. The comparative findings underscore the critical importance of aligning vision-driven strategy with systemic infrastructure and fostering a culture of openness and experimentation. Based on these insights, the study offers actionable recommendations for enhancing China's public education system, including strengthening teacher autonomy, improving platform interoperability, promoting continuous professional development, and encouraging innovative teaching practices to sustain high-quality, resilient online learning.