英國學苑的學校本位管理與績效責任之研究

A Study on School-Based Management and Accountability of Academies in England

本研究旨在探討英國學苑之學校本位管理與績效責任的運作方式，並分析學苑的學校本位管理與績效責任之關聯。研究者以立意抽樣方式，訪談了兩所學苑，共七位學苑成員，包括一位學苑信託執行校長、三位學校管理委員、二位教師、一位學苑校長，主要研究發現如下：一、學苑的學校本位管理以四層架構運作。在法理上，英國政府讓學苑擁有高度自主權，在本質上學苑的學校本位管理屬於以行政控制為骨幹，以專業控制加社區控制為技術的綜合型控制模式。二、學苑確實享有高度自主權，但其自主權並非放任的自主，而是在績效責任規範下的高度自主。三、學苑的績效責任制度以國定課程考試為中心，實務上，學苑的績效責任以教師考核和教育標準局視導實施，兼重過程與結果。就類別而言，學苑的績效責任是以行政層面績效責任為主，其他績效責任為輔。四、學苑的學校本位管理與績效責任以權責相符原則並存運作，兩者具有互為因果、互相增強和平衡對抗關係。最後，研究者將研究啟示提供教育行政單位、中小學以及未來研究者參考。

The purpose of this study is to investigate how school-based management and accountability operate in academies in England, and analyze the relationship between school-based management and accountability. The researcher interviewed seven members from two academies chosen by purposive sampling. The participants include one trust executive headteacher, three governors, two teachers, and one headteacher. Major findings are as follows: 1. The school-based management in academies operates on a four-tier structure. Academies have high level of legal autonomy delegated by the British government. In essence, it is an integrated model with administrative model being the framework and professional and community model being techniques. 2. Academies do enjoy high level of autonomy, which is not unlimited but regulated by accountability. 3. Centered on national curriculum examinations, the accountability system of academies are practiced by teacher appraisal and Ofsted inspection, emphasizing both processes and results. In typology, academies are dominated by administrative accountability that is complemented by other types of accountability. 4. The school-based management and accountability of academies work in the principle of uniformity between power and responsibility. There are reciprocal causation, mutual reinforcement, and counter-balance relationships between them. Lastly, implications from the study are provided for educational administration units, primary and secondary schools and future researchers.