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題名:英國學苑的學校本位管理與績效責任之研究
作者:劉宗明
作者(外文):LIU, TSUNG-MING
校院名稱:國立暨南國際大學
系所名稱:國際文教與比較教育學系
指導教授:陳怡如
學位類別:博士
出版日期:2020
主題關鍵詞:學苑學校本位管理績效責任academiesschool-based managementaccountability
原始連結:連回原系統網址new window
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摘要
本研究旨在探討英國學苑 (academies) 之學校本位管理 (school-based man-agement) 與績效責任 (accountability) 的運作方式,並分析學校本位管理和績效績效責任之關連。學苑為2000年工黨執政時期所創立的一種新型學校,經費來自中央政府補助,並且由登記為慈善公司的學苑信託經營管理。學苑制度雖有爭議,但過去二十年來英國不同黨派的政府皆對學苑的成效持肯定態度並堅持繼續辦理學苑計畫,成為英國近年最重要的教育改革措施之一,目前英格蘭中小學有超過三分之一為學苑。研究者從文獻探討得知,學苑運作的兩大支柱為學校本位管理和績效責任,兩者構成學苑的運作基礎。由於台灣在實驗教育三法通過後也有機會創辦類似的新型學校,因此學苑的學校本位管理與績效責任值得探究。
研究者以立意抽樣方式,訪談了兩所學苑,共七位學成員,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。研究者另外從網路及訪談學校蒐集了相關文件,配合訪談資料進行分析,主要研究發現如下:
一、 學苑的學校本位管理以教職員、學校領導團隊、學校管理委員會及學苑信託董事會四層架構運作。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行政控制為骨幹,專業、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,但其自主性並非放任的自主,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,以多重層次架構運作。實務上,學苑的績效責任以教師評鑑和教育標準局 (Ofsted)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。
Abstract
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. Academies are new type of schools established by Labour Government in 2000, directly funded by the central govern-ment and run by academy trusts registered as charatible companies. During the past two decades, all British governments of different parties hold positive views of academies’ achievements and insists on continuing and expanding the Academies Programme dispite the controversies thereof, making it one of the most prominent education reform policies in recent years. To date, more than one third of primary and secondary schools in England are academies. From literature review, the re-searcher found that two major pilllars of academies are school-based management and accountability, which form their basis their operation. Taiwan passed three laws on experimental education in 2014 and made way for opening similar new types of schools. Therefore, the school-based management and accountability of academies are worth exploring.
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. In addition to the interviewing data, the researcher collected some related documents from the Internet and the inter-viewed schools to be analyzed together. Major findings are as follows:
1. The school-based management in academies operates on a four-tier structure including the staff, the senior leadership team, the governing body, and the trust board. 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 works on a multi-layer framework 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.
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