學校本位管理的發展:挑戰與影響(上),ERICDATA高等教育知識庫
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篇名
學校本位管理的發展:挑戰與影響(上)
並列篇名
School-based management developments: Challenges and impacts
作者 何佳瑞(譯者)A. Bandur
中文摘要
目的:本文的目的是要檢驗印尼當前學校本位管理(school-based management,SBM)之政策改革,尤其強調主導權與責任轉至學校層次的影響,以及學校董事會成員們所面臨的、隨著改善措施而來的種種挑戰。設計/方法/進路:本文採用的是混合式的研究設計,包含了半結構式(semi-structured)與焦點團體的訪談,以及考察相關資料而來的廣泛經驗研究。在這裡所呈現的資料,是以經驗調查為基礎,它涉及了在Ngada-Flores的504個學校董事會成員、42場訪談,以及所有關乎利害關係人之焦點團體討論(focus group discussion)。研究成果:研究成果展現了權力與主權下放至學校層次,如何在參與學校的決策中創造出一種合作的關係,這些決策涉及了對學校任務、共同願景、年度計畫、學校預算、學校教材、建築物、學校課程,甚至學生紀律政策等方面的設定。權力與主權的下放,已經在學校裡引起了一些變化,包括校內文化的改變,以及學校社群參與的增加等。而這些因素已使得教學環境與學生成果有所改善。研究限制/意涵:本研究之成果僅針對印尼Ngada-Flores這個區域脈絡。此成果普遍應用的可能性,為範圍、樣本與本研究之文化脈絡所限制。因此,儘管有著共同的特徵,本研究的成果也不一定能普遍應用於所有系統。實踐意涵:本研究指出,學校層次的能力建構需要有效地實施學校本位管理政策與計畫,其中包括了在職訓練、持續之專業發展、學校有效領導和管理的工作坊,以及學校發展計畫等。原創性/價值:由於印尼缺乏類似的相關研究,凸顯了本研究的意義。研究成果對於改革實踐者、本地與政府當局會有所幫助,也能協助決策者在權力與主權下放至學校層次時,透過學校本位管理來進行校內與學生成就改善,以及學校領導者所面臨的挑戰與問題。
英文摘要
Purpose – The purpose of this paper is to examine the current school-based management (SBM) policy reform in Indonesia, with an emphasis on the impacts of shifting authority and responsibility to school level, as well as challenges confronted by the school council members, followed by remedial measures to minimize the problems.
Design/methodology/approach – The paper employed a mixed-method research design comprising an extensive empirical survey followed by semi-structured and focused group interviews and examination of relevant documents. The data reported here are on the basis of an empirical survey involving 504 school council members from Ngada-Flores, followed by 42 interviews and focus group discussion (FGD) with all relevant stakeholders.
Findings – The research findings demonstrate how devolution of power and authority to school level can create partnership in participatory school decision making in terms of setting a school mission, shared-vision, annual programs, school budget, school textbooks, school buildings, school-based curriculum and even students’ discipline policies. In turn, devolving power and authority to school level has created several changes in schools, including in-school culture changes, and increased participation of school communities. These factors have led to the improvements in teaching-learning environments and student achievements.
Research limitations/implications – The findings of this study are specific to the context of Ngada-Flores, Indonesia. The possibility for the general applicability of the findings is limited by the scope, the sample, and the cultural context of this study. Accordingly, even though there could be common features, the findings may not have general applicability to other systems.
Practical implications – The paper suggests that capacity building in school level is required for the effective implementation of SBM policies and programs, including inservice training, regular professional development sessions and workshops on effective school leadership and management, as well as school development planning.
Originality/value – This paper could be significant because of the absence of similar studies in the Indonesian context. The findings could be helpful in informing practitioners, the local and national authorities and all those interested in school education on how SBM with devolution of power and authority to school-level decision makers assists in-school improvements and student achievements, as well as problems and challenges confronted by school leaders in the implementation of SBM.
起訖頁 118-136
關鍵詞 印尼學校教育行政教育政策學校改革地方分權學校本位管理Indonesiaschoolseducational administrationeducational policyschool reformdecentralizationeducational policyschool based management
刊名 教育研究月刊  
期數 201311 (235期)
出版單位 高等教育出版公司
DOI 10.3966/168063602013110235008   複製DOI
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備註 本文譯自“School-based management developments: Challenges and impacts,” by A. Bandur, 2012, Journal of Educational Administration, 50(6), 845-873, © Emerald Group Publishing Limited.
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