The development of school autonomy and accountability in Hong Kong: Multiple changes in governance, work, curriculum, and learning
The development of school autonomy and accountability in Hong Kong: Multiple changes in governance, work, curriculum, and learning
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香港学校自主权和问责制的发展：管治、工作、课程和学习的多重变革
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
T. Lee
中科院分区：
文献类型：
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作者：
James Ko;Y. Cheng;T. Lee
目的
本研究旨在追溯自1990年代推行校本管理以来，香港学校自主性和问责性的发展，以及在学校教育的主要范畴所发生的多方面变化和影响。
设计/方法/方式
为了探讨香港学校制度的演变和自主性与问责性的独特性，本文首先回顾了历史，然后从政策文件、本地研究、国际评论和个案研究的说明性结果中评估了校本管理的效果。然后讨论了SBM对研究和实践的本地和国际影响。
结果
本文通过探讨这两个因素对教育管理和学生成绩的潜在影响，展示了学校自主权和问责制之间的联系，这两个因素在教育政策中越来越受到重视。调查表明，假设的联系和影响并不总是一致的或经验支持。如果有强有力的领导、全面的持续专业发展和积极的协作学校氛围，学校自主权对学校治理和管理、教师工作、校本课程和学生学习的积极影响都是显著的。这些关键因素与学校自主权一起促进积极的变化。
研究限制/影响
学校自治和问责制应被视为学校改进和发展的必要条件，但不是充分条件。需要进一步描述学校中发生的过程，以探索学校自主权和问责制的不同实现方式。
独创性/价值
这项有关香港学校自主和问责的调查，让国际人士对校本管理的发展有更深入的了解。
Purpose
The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s.
Design/methodology/approach
To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local and international implications of SBM for research and practice are then discussed.
Findings
This paper shows the links between school autonomy and accountability by exploring the potential effects of both of these factors on educational management and student achievement, which are increasingly emphasised in educational policies. The investigation shows that the assumed links and effects are not always consistent or empirically supported. The positive effects that school autonomy has on school governance and management, teachers’ work, school-based curriculums and student learning are all significant when there is also strong leadership, comprehensive continuous professional development and a positive, collaborative school climate. These key elements work alongside school autonomy to facilitate positive change.
Research limitations/implications
School autonomy and accountability should be viewed as necessary, but not sufficient, conditions for school improvement and development. Further characterisation of the processes happening in schools is needed to explore the different realisations of school autonomy and accountability.
Originality/value
This investigation of school autonomy and accountability in Hong Kong provides the international audience with a deeper understanding of the dynamics involved in the development of SBM.