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

Participatory Governance，Social Culture and School Performance ： An Empirical Study on PISA from Survey of East Asia

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。

This study examines the causal relationship between teacher participation in decision making and their affective outcome for schools. Samples were sent to 26450 students from 1091 secondary schools in countries and regions of East Asia in 2009. Hierarchical linear modeling was applied to validate the participation model and estimate the correlation among the variables. The structural equation modeling results showed that the effect of teacher participation in decision making on education outcome varies from country to country，depending on the cultural dimension of the countries . The power distance index， individualism index， uncertainty avoidance Index， and long-term orientation can explain the functional difference in decision一making participation. In general，four teachers' participatory decision contents (i. e.， personal decision， financial and budget decision， student management decision， and teaching activities management decision) affect the education outcome. Teachers' participation in decision making improves their organizational citizenship behavior and indirectly improves the educational outcome. This study extends our knowledge of the relationship between decision一making involvement and affective outcomes.