性別與教育領導：邁向性別結果配額制度的思考

Gender and Educational Leadership: Moving Toward an Outcome-Based Gender Quota System

本研究旨在探討教育領導領域中的性別平等政策，特別關注性別配額制度對促進教育領導性別平衡及學習效果的可能作用。全球研究顯示，儘管中小學女性教師人數比例高於男性教師，但女性在校長及高階決策職位中的代表性偏低，高等教育領導的性別失衡更為嚴重。另一方面，聯合國教科文組織（United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2024）報告指出，女性領導不僅可提升教育治理的公平性，也有助於學生學習成效。也就是說，教育領導的性別平等更攸關教育品質。本文回顧政治、學術與教育領域關於性別配額制度的研究文獻，探討性別配額如何作為修正選才偏差、促進組織文化變革的機制，以及配額政策如何透過符號性與實質性代表性轉化為政策成果，對教育公平、師資質量及學生學習結果產生正向影響。制度化的性別平等措施在各國發展不均，配額策略在不同脈絡中呈現出不同效果。臺灣性別配額制度在政治領域有長足發展，但在教育領域則進展有限。本文最後提出以三分之一結果配額制度作為促進教育領導性平的思考。

This study aims to explore gender equality policies in the field of educational leadership, with a particular focus on the potential role of gender quota systems in promoting gender balance in leadership and enhancing learning outcomes. Global research indicates that although the proportion of female teachers in primary and secondary schools exceeds that of male teachers, women’s representation in principal and senior decision-making positions remains low; the gender imbalance in higher education leadership is even more pronounced. On the other hand, the UNESCO (2024) report highlights that women’s leadership not only enhances the fairness of education governance but also contributes to improved student learning outcomes. In other words, gender equality in educational leadership is closely linked to education quality. This paper reviews the literature on gender quota systems in the political, academic, and educational domains. It examines how gender quotas can function as mechanisms to correct selection biases and promote organizational cultural change, and how quota policies can translate symbolic and substantive representation into policy outcomes that positively affect educational equity, teacher quality, and student learning results. Institutionalized gender equality measures have developed unevenly across countries, and quota strategies show different effects in different contexts. While Taiwan’s gender quota systems have made significant advances in the political sphere, the progress in education has been limited. This paper concludes by proposing the idea of a “one-third outcome quota system” as a means to promote gender equality in educational leadership.