本文選題：參與式治理 + 教育績(jī)效　； 參考：《清華大學(xué)教育研究》2015年02期

【摘要】：本文基于東亞十國(guó)(地區(qū))PISA(2009)測(cè)驗(yàn)結(jié)果,對(duì)教師參與學(xué)校治理對(duì)學(xué)校教育績(jī)效的影響進(jìn)行實(shí)證分析。通過(guò)數(shù)據(jù)觀察和分層線性模型,得出以下結(jié)論:(1)教師參與學(xué)校治理對(duì)學(xué)�？�(jī)效的影響存在較大的國(guó)家差異;(2)國(guó)家的文化維度變量(權(quán)力距離、個(gè)人主義、長(zhǎng)期行為導(dǎo)向等)決定了教師參與學(xué)校治理的具體效果;(3)教師參與學(xué)校治理可以激發(fā)教師的"組織公民行為",從而提高學(xué)生對(duì)教師的滿(mǎn)意度;(4)教師在學(xué)校人事制度(如教師聘任、教師起薪)、教學(xué)活動(dòng)(如教材選擇)中有更多的參與決策權(quán),對(duì)教育績(jī)效的改進(jìn)發(fā)揮了積極作用。以上結(jié)論對(duì)于我國(guó)目前教育體制改革、探索教育分權(quán)模式下新的教育組織管理模式具有借鑒意義。
[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.
【作者單位】： 中南財(cái)經(jīng)政法大學(xué)財(cái)政稅務(wù)學(xué)院;中南財(cái)經(jīng)政法大學(xué)外國(guó)語(yǔ)學(xué)院;廈門(mén)大學(xué)經(jīng)濟(jì)學(xué)院;
【分類(lèi)號(hào)】：G511

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本文編號(hào)：1888507