The effect of shared decision-making on the improvement in teachers' job development

The effect of shared decision-making on the improvement in teachers' job development

參與決策對改善教師工作發展的影響

• Cheng, Chi Keung Hong Kong Institute of Education

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 56(3), 31-46, 2008

Hong Kong

Hong Kong Teachers' Association

2008

• 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

Teacher Participation in Decision-Making School-Based Management Teacher Affective Outcome 教師參與決策 校本管理 教師情感演變

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Background: Teacher Participation in decision-making is one of the recommendations of school-based management and one of the key characteristics of an effective school. Although teacher participation in decision making is claimed to be correlated with their affective outcome, few researchers have been attempted to verify the predictive effectiveness of participation in different decision domains under a multi-dimensional participatory model on their affective outcomes. This study intends to identify an empirical participatory model ought to help school administrators involve teachers in appropriate decisions for improving teachers' affective outcomes, which result in quality decision-making.
Aims: To examine theoretically the causal relationship between teacher participation in decision-making and their affective outcome for developing a participatory decision model, and identify the decision domains that would assist school administrators to effectively involve teachers in decision-making under the school-based management policy.
Sample: Questionnaires were sent to 20 secondary schools in Hong Kong. A total of 335 teacher-completed questionnaires were collected from all the target schools.
Methods: Theoretical model and questionnaires were constructed by synthesizing theories from literatures, principal axis factor analysis and reliability test were used to validate the constructed validity and reliability of the questionnaires. Structural equation modeling was applied to validate the participatory model and estimate the correlation among the variables.
Results: The results showed that a multi-dimensional decision was identified by the structural equation modeling, the relationship among the variables of the model were also explored. The three dimensional decision model includes instructional, curriculum and managerial domains; and the variables of the affective outcome include job satisfaction, job commitment and perception of workload. All the affective outcomes were related to the form and extent of teachers' participation in decision-making.
Conclusion: This study extends our knowledge of the relationships between decision-making involvement and affective outcomes. It does not support the theory that a school-based management governance structure automatically enhances teachers' participation in decision-making. School administrators should encourage teacher participation in curriculum and managerial decision domains, as the intent of the SBM policy is to increase job satisfaction and to enhance greater commitment to the school policies.
研究背景：教師參與決策是校本管理的其中一項建議，亦是高效能學校的其中一項特徵。雖然參與決策與教師的情感演變被確認為存在顯著的關係，但是較少文獻能夠確立一個多維度的決策範疇模型，以探討參與決策對教師情感演變兩組潛在變項的關係。本研究嘗試建立一個參與決策的理論模型，為學校管理者提供參照，讓教師藉參與決策而獲取正面的情感，藉此以提高決策的質素。
研究目標：本研究旨在發展一個參與決策的模型，探究教師參與決策與情感演變的關係；並透過識別教師可藉參與決策而改善情感變化的範疇，協助學校管理者有效地實施校本管理下參與式決策的建議。
研究樣本：在願意接受問卷調查的20所中學內，總共回收了335份有效的教師問卷。
研究方法：綜合文獻的理論而建立研究模型及問卷，以主軸因素抽取法及信度測試檢視問卷的建構效度和信度。運用結構方程模型驗證理論模型的有效性，及計算各變項之間的相關係數。
研究結果：研究結果顯示，結構方程模型確立了一個三維度的參與決策模型，展示了教師參與決策與其情感演變之間的關係。三維度的決策模型包括了教學、課程及管理範疇；而教師的情感演變內含三個變項，包括工作滿足感，工作投入感及對工作量的觀感。這三項情感變項分別與參與三個範疇的決策存在著顯著的關係。
研究結論：本研究增加了我們對教師參與決策與情感演變化的認識。本研究否定了教師參與決策能夠在校本管理的政策下自動衍生的理論。教師參與學校層面的課程及管理取向的決策範疇，有助提昇他們的工作滿足感及投入感。學校管理人員宜多鼓勵教師參與課程及管理決策的，因為增加教師的工作滿足感及促進他們對學校政策的投入感是推行校本管理措施的取向。
[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/b4fbcec0

2010-12-02