Dilemma and Promoting Action from Heteronomy to Self-Discipline of School Educational Accountability
This study focuses on self-disciplined educational accountability of schools when implementing educational affairs. First of all, it explores conceptual content of school educational accountability; secondly, using remedial teaching implemented by K-12 Education Administration of Ministry of Education as an example, it explores the Dilemma from heteronomy to self-discipline of school educational accountability; subsequently, from Education Bureau(Department) and schools, it proposes promoting action of self-disciplined educational accountability: (1) Education Bureau(Department) plays the roles as both subject and object of educational accountability and it should enhance the staff’s professional literacy and policy quality; (2) Education Bureau(Department) should construct connection among school performance, principal appraisal and educational accountability; (3) regarding educational accountability, schools should establish internal management and examination instead of passively relying on external evaluation and visit; (4) schools should regularly announce self-evaluation results and provide external evaluation reports to result in open information and receive review from stakeholders; (5) schools should establish organizational learning model to completely improve and upgrade efficacy. At last, conclusions are offered.
|關鍵詞||教育課責、學校評鑑、績效責任、educational accountability、school evaluation、accountability|