幼儿园教师赋权增能发展现状与影响因素
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摘要
教师赋权增能是推进教育改革、促进教育质量提升的关键。对我国1101名幼儿园教师赋权增能现状的调查显示,当前我国幼儿园教师赋权增能呈现出如下特征:总体接近中上水平,但各维度发展不均衡,教师普遍拥有较高的自我效能感,但在实践中缺乏决策参与权和专业自主权;地域差异显著,东部幼儿园教师在专业成长、自我效能感及影响力维度上得分高于中西部幼儿园教师,但在决策制定、自主权维度上得分较低,呈现"无权有能"的状态,中部幼儿园教师在自主权维度、西部幼儿园教师在决策制定维度上得分较高,但在地位、自我效能、专业发展和影响力维度上得分较低,呈现"有权无能"的状态,东北部幼儿园教师整体得分较高,表现为"有权有能"。独立样本t检验和方差分析发现,幼儿园教师赋权增能得分受教师性别、年龄、城乡、园所性质及园所规模等因素的显著影响,其中男教师在地位维度上得分显著高于女教师;教师年龄越长,赋权增能总分越高;乡村幼儿园教师整体得分高于城市幼儿园教师;教办园教师在多个维度上的得分显著低于集体园和民办园;园所规模在4～6个班级时,教师得分最高,此后得分随园所规模的扩大而逐渐降低。应结合这些区域发展特征和突出问题,实现幼儿园教师赋权增能的均衡发展,为此应转变权力观念,更好地发挥教育行政部门的服务、引领、支持职能;应营造幼儿园和谐氛围,构建平等协商的教师共同体,并控制园所规模,实现民主决策和教师专业发展。
Teachers' empowerment is the core and key part of education revolution and education development. This paper describes a quantitative study of 1101 preschool teachers in China to investigate the current situation of Chinese preschool teachers' empowerment and its influencing factors. Findings demonstrate that:1. Preschool teachers' empowerment situation is above the average,with a score of 3.87 out of 5;2. The development of preschool teachers' empowerment in China is not balanced:teachers are of high self-efficacy as well as enthusiasm,but lack of opportunities for decision-making and autonomy on teaching issues that are closely related to themselves;3. Preschool teachers' empowerment situation has significant regional differences in China. Teachers in eastern part of China have higher scores in professional growth,self-efficacy than teachers in the central and the western China,but their scores are significantly lower in autonomy and decision-making dimensions. The overall score of teachers' empowerment in northeast China is higher than other places. Preschool teachers' empowerment is significantly associated with teachers' sex,age,region,working years,preschool proprietorship as well as preschool size:Male teachers scored significantly higher than female teachers in status dimension;The older the teacher,the higher the total score of teachers' empowerment;The score of empowerment of rural preschool teachers is higher than that of urban preschool teachers;Government-owned preschool teachers scored lowest on all dimensions of empowerment;When the size of the kindergarten is 4～6 classes,the total score of teachers' empowerment is the highest.After that,the score of teachers' empowerment gradually decreases with the expansion of the kindergarten.
Teachers' empowerment is the core and key part of education revolution and education development. This paper describes a quantitative study of 1101 preschool teachers in China to investigate the current situation of Chinese preschool teachers' empowerment and its influencing factors. Findings demonstrate that:1. Preschool teachers' empowerment situation is above the average,with a score of 3.87 out of 5;2. The development of preschool teachers' empowerment in China is not balanced:teachers are of high self-efficacy as well as enthusiasm,but lack of opportunities for decision-making and autonomy on teaching issues that are closely related to themselves;3. Preschool teachers' empowerment situation has significant regional differences in China. Teachers in eastern part of China have higher scores in professional growth,self-efficacy than teachers in the central and the western China,but their scores are significantly lower in autonomy and decision-making dimensions. The overall score of teachers' empowerment in northeast China is higher than other places. Preschool teachers' empowerment is significantly associated with teachers' sex,age,region,working years,preschool proprietorship as well as preschool size:Male teachers scored significantly higher than female teachers in status dimension;The older the teacher,the higher the total score of teachers' empowerment;The score of empowerment of rural preschool teachers is higher than that of urban preschool teachers;Government-owned preschool teachers scored lowest on all dimensions of empowerment;When the size of the kindergarten is 4～6 classes,the total score of teachers' empowerment is the highest.After that,the score of teachers' empowerment gradually decreases with the expansion of the kindergarten.
引文
[1]徐建.平桥模式:职业教育分权与集权的有效治理方式[J].江苏教育,2015(24).
[2][8][36]操太圣,卢乃桂.教师赋权增能:内涵、意义与策略[J].课程.教材.教法,2006(10):78-81.
[3]YONEMURA M.Reflections on teacher empowerment and teacher education.[J].Harvard Educational Review,1986,56(4):473-480.
[4][10]CARY C.Teacher empowerment,consultation,and the creation of new programs in schools[J].Journal of Educational&Psychological Consultation,2010,8(2):135-152.
[5]WALL R,RINEHART J S.School-based decision making and the empowerment of secondary school teachers[J].Journal of School Leadership,1998,8(1):49-64.
[6]CONGER J A,KANUNGO R N.The empowerment process:integrating theory and practice[J].Academy of Management Review,1988,13(3):471-482.
[7][19]LICHTENSTEIN G,MCLAUGHLIN M W,KNUDSEN J.Teacher empowerment and professional knowledge[J].CPRE Research Report Series RR-020,1991:27.
[9]郭昭佑.教师如何从事课程评鉴:从赋权增能评鉴理念谈起[J].教育资料与研究,2001(88):83-93.
[11]POTTERFIELD T A.The business of employee empowerment:democracy and ideology in the workplace[J].Monthly Oabor Review,1999,123(2):49-50.
[12]AKSEL I,SERINKAN C,KIZILOGLU M,et al.Assessment of teachers’perceptions of organizational citizenship behaviors and psychological empowerment:an empirical analysis in Turkey[J].ProcediaSocial and Behavioral Sciences,2013,89:69-73.
[13]RINEHART J S,SHORT P M.Viewing reading recovery as a restructuring phenomenon[J].Journal of School Leadership,1991,1(4):379-399.
[14][16]MARKS H M,LOUIS K S.Does teacher empowerment affect the classroom?the implications of teacher empowerment for instructional practice and student academic performance[J].Educational Evaluation&Policy Analysis,2015,64(19):245-275.
[15]WALL R,RINEHART J S.School-based decision making and the empowerment of secondary school teachers[J].Journal of School Leadership,1998,8(1):49-64.
[17][37]HOWARD-SKIPPER J.Leadership that promotes teacher empowerment among urban middle school science teachers[D].Capella:Capella University,2014:27-28
[18]GONZALES E,SHORT P M.The relationship of teacher empowerment and principal power bases[J].Journal of Instructional Psychology,1996,23(3):210.
[20]SHORT P M,RINEHART J S.School participant empowerment scale:assessment of level of empowerment within the school environment[J].Educational&Psychological Measurement,1992,52(4):951-960.
[21]蔡进雄.授权抑或授权赋能?---论校长如何运用授权赋能领导[J].人文及社会科学教学通讯,2003,13(5):62-79.
[22]MICHALINO Z,ELENA C,Papanastasiou.Modeling teacher empowerment:the role of job satisfaction[J].Educational Research&Evaluation,2005,11(5):433-459.
[23]操太圣,卢乃桂.伙伴协作与教师赋权[M].教育科学出版社,2007:308.
[24]康永久.知识输入还是制度重建---公立学校制度变革的中国道路[D].上海:华东师范大学,2004.
[25]KREISBERG S.Transforming power:domination,empowerment,and education.SUNY series,teacher empowerment and school reform[M].New York:State University of New York Press,1992:264.
[26][28]邓涛,鲍传友.教师文化的重新理解与建构:哈格里夫斯的教师文化观述评[J].外国教育研究,2005(8):6-10.
[27]肖巍.“社会性别”概念研究新倾向[N].中国妇女报,2013-10-08.
[29]周发莹.山东省县域普通高中学校巨型化现象研究[D].济南:山东师范大学,2016.
[30]叶庆娜.农村学校布局调整中大规模学校成因的经济学分析:基于规模经济和范围经济的视角[J].教育与经济,2013(2):33-37.
[31]赵海山,茹国军.“巨型学校”的问题、原因与对策分析[J].教学与管理,2012(31):11-13.
[32]PARICIA A W.Small classes,small schools:the time is now[J]﹒Education Leadership,2002(2):6-10.
[33]MARY A R.The policy environments of small schools and schools-within-schools[J]Education Leadership,2002(2):47-51.
[34]BECKNER W,O’NEAL L.A new view of smaller schools[J].Nassp Bulletin,1980,64(438):1-7.
[35]EBERTS R W,SCHWARTZ E K,STONE J A.School reform,school size,and student achievement[J].Economic Review-Federal Reserve Bank of Cleveland,1990,26(2):2.
[38]萨乔万尼.校长学:一种反思性实践观[M].张虹,译.上海:上海教育出版社,2004:88-89.
[39]牛利华.适宜规模办学:教育发展的理性抉择:来自美国微型学校的启示[J].外国教育研究,2008(3):64-68.
(1)2016年国家发展改革委印发《关于贯彻落实区域发展战略促进区域协调发展的指导意见》,指出统筹协调东、中、西部和东北地区四大板块,原先的东、中、西划分标准已不适应区域发展新要求,以国家统计局等为代表的官方划分方法也开始采用东、中、西部及东北部的划分标准作为区域数据分析标准。为了更好地探讨教师赋权增能的区域发展差异,借鉴国家统计局关于东、中、西部及东北部最新的划分标准进行讨论,具体划分方式参看:http://www.stats.gov.cn/tjsj/zxfb/201405/t20140527_558611.html。
[2][8][36]操太圣,卢乃桂.教师赋权增能:内涵、意义与策略[J].课程.教材.教法,2006(10):78-81.
[3]YONEMURA M.Reflections on teacher empowerment and teacher education.[J].Harvard Educational Review,1986,56(4):473-480.
[4][10]CARY C.Teacher empowerment,consultation,and the creation of new programs in schools[J].Journal of Educational&Psychological Consultation,2010,8(2):135-152.
[5]WALL R,RINEHART J S.School-based decision making and the empowerment of secondary school teachers[J].Journal of School Leadership,1998,8(1):49-64.
[6]CONGER J A,KANUNGO R N.The empowerment process:integrating theory and practice[J].Academy of Management Review,1988,13(3):471-482.
[7][19]LICHTENSTEIN G,MCLAUGHLIN M W,KNUDSEN J.Teacher empowerment and professional knowledge[J].CPRE Research Report Series RR-020,1991:27.
[9]郭昭佑.教师如何从事课程评鉴:从赋权增能评鉴理念谈起[J].教育资料与研究,2001(88):83-93.
[11]POTTERFIELD T A.The business of employee empowerment:democracy and ideology in the workplace[J].Monthly Oabor Review,1999,123(2):49-50.
[12]AKSEL I,SERINKAN C,KIZILOGLU M,et al.Assessment of teachers’perceptions of organizational citizenship behaviors and psychological empowerment:an empirical analysis in Turkey[J].ProcediaSocial and Behavioral Sciences,2013,89:69-73.
[13]RINEHART J S,SHORT P M.Viewing reading recovery as a restructuring phenomenon[J].Journal of School Leadership,1991,1(4):379-399.
[14][16]MARKS H M,LOUIS K S.Does teacher empowerment affect the classroom?the implications of teacher empowerment for instructional practice and student academic performance[J].Educational Evaluation&Policy Analysis,2015,64(19):245-275.
[15]WALL R,RINEHART J S.School-based decision making and the empowerment of secondary school teachers[J].Journal of School Leadership,1998,8(1):49-64.
[17][37]HOWARD-SKIPPER J.Leadership that promotes teacher empowerment among urban middle school science teachers[D].Capella:Capella University,2014:27-28
[18]GONZALES E,SHORT P M.The relationship of teacher empowerment and principal power bases[J].Journal of Instructional Psychology,1996,23(3):210.
[20]SHORT P M,RINEHART J S.School participant empowerment scale:assessment of level of empowerment within the school environment[J].Educational&Psychological Measurement,1992,52(4):951-960.
[21]蔡进雄.授权抑或授权赋能?---论校长如何运用授权赋能领导[J].人文及社会科学教学通讯,2003,13(5):62-79.
[22]MICHALINO Z,ELENA C,Papanastasiou.Modeling teacher empowerment:the role of job satisfaction[J].Educational Research&Evaluation,2005,11(5):433-459.
[23]操太圣,卢乃桂.伙伴协作与教师赋权[M].教育科学出版社,2007:308.
[24]康永久.知识输入还是制度重建---公立学校制度变革的中国道路[D].上海:华东师范大学,2004.
[25]KREISBERG S.Transforming power:domination,empowerment,and education.SUNY series,teacher empowerment and school reform[M].New York:State University of New York Press,1992:264.
[26][28]邓涛,鲍传友.教师文化的重新理解与建构:哈格里夫斯的教师文化观述评[J].外国教育研究,2005(8):6-10.
[27]肖巍.“社会性别”概念研究新倾向[N].中国妇女报,2013-10-08.
[29]周发莹.山东省县域普通高中学校巨型化现象研究[D].济南:山东师范大学,2016.
[30]叶庆娜.农村学校布局调整中大规模学校成因的经济学分析:基于规模经济和范围经济的视角[J].教育与经济,2013(2):33-37.
[31]赵海山,茹国军.“巨型学校”的问题、原因与对策分析[J].教学与管理,2012(31):11-13.
[32]PARICIA A W.Small classes,small schools:the time is now[J]﹒Education Leadership,2002(2):6-10.
[33]MARY A R.The policy environments of small schools and schools-within-schools[J]Education Leadership,2002(2):47-51.
[34]BECKNER W,O’NEAL L.A new view of smaller schools[J].Nassp Bulletin,1980,64(438):1-7.
[35]EBERTS R W,SCHWARTZ E K,STONE J A.School reform,school size,and student achievement[J].Economic Review-Federal Reserve Bank of Cleveland,1990,26(2):2.
[38]萨乔万尼.校长学:一种反思性实践观[M].张虹,译.上海:上海教育出版社,2004:88-89.
[39]牛利华.适宜规模办学:教育发展的理性抉择:来自美国微型学校的启示[J].外国教育研究,2008(3):64-68.
(1)2016年国家发展改革委印发《关于贯彻落实区域发展战略促进区域协调发展的指导意见》,指出统筹协调东、中、西部和东北地区四大板块,原先的东、中、西划分标准已不适应区域发展新要求,以国家统计局等为代表的官方划分方法也开始采用东、中、西部及东北部的划分标准作为区域数据分析标准。为了更好地探讨教师赋权增能的区域发展差异,借鉴国家统计局关于东、中、西部及东北部最新的划分标准进行讨论,具体划分方式参看:http://www.stats.gov.cn/tjsj/zxfb/201405/t20140527_558611.html。