参与式治理、社会文化与学校的教育绩效——基于PISA数据的东亚国家学校治理差异研究

发布时间：2018-05-14 15:46

本文选题：参与式治理 + 教育绩效　；参考：《清华大学教育研究》2015年02期

【摘要】：本文基于东亚十国(地区)PISA(2009)测验结果,对教师参与学校治理对学校教育绩效的影响进行实证分析。通过数据观察和分层线性模型,得出以下结论:(1)教师参与学校治理对学校绩效的影响存在较大的国家差异;(2)国家的文化维度变量(权力距离、个人主义、长期行为导向等)决定了教师参与学校治理的具体效果;(3)教师参与学校治理可以激发教师的"组织公民行为",从而提高学生对教师的满意度;(4)教师在学校人事制度(如教师聘任、教师起薪)、教学活动(如教材选择)中有更多的参与决策权,对教育绩效的改进发挥了积极作用。以上结论对于我国目前教育体制改革、探索教育分权模式下新的教育组织管理模式具有借鉴意义。
[Abstract]:Based on the results of ten East Asian countries (PISAA / 2009), this paper makes an empirical analysis on the effect of teachers' participation in school governance on school education performance. Based on data observation and hierarchical linear model, the following conclusions are drawn: 1) there are great differences in the influence of teacher participation in school governance on school performance. 2) the cultural dimension variables of countries (power distance, individualism, power distance, individualism). Long term Behavioral orientation) determines the concrete effect of teacher participation in school governance 3) teacher participation in school governance can stimulate teachers'"organizational citizenship behavior", thus improving students' satisfaction with teachers. For example, the appointment of a teacher, Teachers' starting salary and teaching activities (such as the choice of teaching materials) have more right to participate in decision-making and play an active role in the improvement of educational performance. The above conclusions can be used for reference in the reform of China's education system and the exploration of a new educational organization and management model under the mode of educational decentralization.
【作者单位】：中南财经政法大学财政税务学院;中南财经政法大学外国语学院;厦门大学经济学院;
【分类号】：G511

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