Teachers' participation in decision-making in Hong Kong secondary schools

Teachers' participation in decision-making in Hong Kong secondary schools

香港中學教師參與共同決策

• Lau, Michael Man Fai NLSI Lui Kwok Pat Fong College

New Horizons: The Journal of Education, Hong Kong Teachers' Association, (49), 17-41, 2004

Hong Kong

Hong Kong Teachers' Association

2004

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

School Based Management Participatory Decision Making Teachers' Affective Work Outcomes 校本管理 參與共同決策 教師的工作滿足感

• Hong Kong

• 1997.7 onwards

• 中學教育

This study investigated Participatory Decision-Making (PDM) in Hong Kong self-managing secondary schools. It also examined teachers' job satisfaction, organizational commitment, role ambiguity and role conflict in relation to PDM. A questionnaire survey involving 959 teachers from 214 schools was conducted. Principal components analysis was used to study the underlying subscales of teachers' PDM and their affective work outcomes. Correlational analysis, multivariate analysis of variance (MANOVA) and multiple regression analysis were employed to examine the relationships between teachers' PDM and their affective work outcomes.
Two decision domains (managerial and teaching) emerged in Hong Kong secondary schools. Teachers were generally more involved in PDM in the teaching domain than the managerial domain. Teachers from School Management Initiative (SMI) schools had greater participation in managerial decisions than non-SMI schools, but there was no significant difference in PDM between SMI and non-SMI teachers in decisions related to teaching.
Non-SMI teachers were more decisionally deprived in both the managerial and teaching domains than were SMI teachers. However, both SMI and non-SMI teachers were more decisionally deprived in the managerial domain than the teaching domain. For both managerial and teaching domains, principals' support for PDM was a significant positive predictor for teachers' actual participation. Six subscales of job satisfaction emerged from the analysis: work itself, supervision, colleagues, indirect participation in PDM, workload and responsibility. There were two subscales for organizational commitment which include present and future commitment.
No significant difference between SMI and non-SMI teachers emerged for any job satisfaction subscales except responsibility. SMI teachers were less satisfied with their sense of responsibility for teaching than non-SMI teachers. SMI teachers may have diverted some of their time and energy from teaching to PDM in managerial issues, lessening their satisfaction in the area of teaching responsibilities. Results also indicated that there were no significant differences in either present or future commitment, role ambiguity and role conflict between SMI and non-SMI teachers.
Principals' support for PDM was a significant, positive predictor for both present and future commitment, lower level of teachers' role ambiguity and role conflict, and most of the subscales of teacher job satisfaction.
這研究旨在探討香港中學教師參與共同決策的情況，亦研究其相關的因素，包括教師的工作滿足感、投入感、角色混淆及角色衝突。調查問卷涉及214 間中學的959 名教師。教師的共同決策及其工作感性結果則應用基元分析(principal components analysis)來分析蘊藏的次級量表(subscales)；同時，相關分析 (correlational analysis)、多元變異數分析 (MANOVA) 及多元回歸分析亦用以分析教師共同決策及其工作感性結果的關係。
在香港的中學內，研究發現兩類決策領域，分別為行政及教學領域。於共同決策而言，教師較多參與在教學領域。相比於非校本管理學校，校本管理學校的教師於行政領域中有較多的參與。然而，在兩類學校中，教師在教學的決策參與則無明顯分別。
於非校本管理學校中，教師在行政及教學領域中的決策參與都比校本管理學校的教師較不足。在決策領域而言，兩類學校教師的決策參與於行政領域中均少於教學領域。然而，在行政及教學的領域中，校長對共同決策的支持，是教師真實參與程度的關鍵因素。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• 英文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/44459276

2010-12-02