School-Based Decision Making and the Empowerment of Secondary School Teachers

School-Based Decision Making and the Empowerment of Secondary School Teachers
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校本决策与中学教师赋权

DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
James S. Rinehart
James S. Rinehart
中科院分区：
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文献类型：
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作者：
Russ Wall;James S. Rinehart

文献摘要

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这项研究的目的是调查在不同时间段(0年、一年、两年或三年)有学校理事会的高中的教师赋权。这项研究中的教师处于这样一种状态，即要求学校治理过程让教师参与决策过程。学校参与赋权量表(SPES)用于测量授权，它包含以下六个子量表：决策、自主、自我效能、专业成长、地位和影响。每位教师都收到了一个包裹，里面有一份人口统计表、学校参与者赋权量表(六个量表)和一个写好地址、贴好邮票的信封。通过Manova技术对返回的数据进行分析，得到显著的Wilkes lambda。后续程序(ANOVA)表明，没有理事会经验的学校和有三年经验的学校在决策尺度上存在显著差异。其余各分量表均无显著差异。对这些结果进行了解释，并对从业者和政策制定者提出了建议。
The purpose of this study was to investigate teacher empowerment in high schools that had a school council over varying lengths of time (either zero, one, two, or three years). Teachers in this study were in a state that mandated a school governance process to involve teachers in the decision-making process. A School Participant Empowerment Scale (SPES) was used to measure empowerment and it contained the following six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact. Each teacher received a packet containing a demographic form, the School Participant Empowerment Scale (six scales), and a self-addressed, stamped envelope. The returned data were analyzed by a MANOVA technique resulting in a significant Wilkeslambda. A follow-up procedure (ANOVA) indicated that a significant difference existed on the decision-making scale between schools with no experience with councils and those with three years experience. There were no significant differences for the remaining subscales. These results are interpreted and implications for practitioners and policymakers are suggested.