香港幼兒教育領域中的分佈式領導.

• Other Authors: 歐偉民.
• Format: Others
• Language: Chinese; English
• Published: 2012
• Subjects: Early childhood education; Early childhood education > China > Hong Kong; Educational leadership; Educational leadership > China > Hong Kong; School management and organization; School management and organization > China > Hong Kong
• Online Access: http://library.cuhk.edu.hk/record=b5549354; http://repository.lib.cuhk.edu.hk/en/item/cuhk-328346

本研究以是探索性為主的研究，分析從學劵政策、市場需要及辦學理念三個維度所構成的營運環境，如何影響著幼稚園校長的領導方式，以探討分佈式領導在香港幼稚園實踐中的概況；通過Harris 及其同事 (2007)、Bennett、Wise、Woods 及 Harvey (2003) 和Copland (2003) 了解分佈式領導理論的特徵，以確定個案幼稚園呈現出有關領導模式的領域；及根據MacBeath (2009) 所提出分佈式領導理論的階段式演化過程來分析其所處於的階段；並且按照Spillane (2006) 的理論模型，透過了解領導者、追隨者及情境三者隨著時間的變化的交互作用，以探究其領導實踐的形態。 === 本研究選定了三所個案幼稚園進行質化研究，以探討分佈式領導概念在香港這個特殊環境中的本土化發展概況。研究結果顯示，幼稚園所面對的營運環境，包括學前教育學劵政策、市場競爭及辦學理念等環境因素為校長帶來了五大工作領域，包括：「建立自我評核及自我完美的學校文化」、「校本管理的推行」、「建立以兒童為本的課程」、「面對市場競爭的營運環境」及「辦學理念的堅持」，擔當著「學校管理者」、「團隊建立者」及「學校文化與環境塑造者」等多元角色，傳統以個人為主的領導模式已不能夠滿足學校今天在領導上的實際需要。 === 按MacBeath (2009) 的理論模型，三所個案幼稚園中發現同屬於第一階段的「正式的分佈」、「務實的分佈」、「策略的分佈」及屬於第二階段的「漸進的分佈」。 可是，在現實的場景中未有出現第二階段的「機會的分佈」及最後階段的「文化的分佈」。 本研究發現本地的幼稚園教師普遍是「被動」地接受領導工作的任命，這與Spillane (2006) 的研究分析不同，在香港幼稚園中領導權力的分佈是「穩定的分配」。 本研究分析了華人教師受著儒家特別是「尊尊親親」一類思想的影響，對於上級領導、個人職務、家庭責任等的觀點與西方社會有著根本上的差異，從「權力慾」、「職稱」、「流動性」、「階級關係」、「領導範圍」以至「領導實踐」等也可見。然而，呈現的形態及原因縱使有異，分佈式領導確實地存在於香港的幼稚園之中。 === As an exploratory study, the influences from the Pre-primary School Voucher policy, market needs and educational philosophy upon the forms of leadership of the kindergartens are analyzed. It is the context for investigating the implementation of Distributed Leadership among kindergartens in Hong Kong. Having synthesized the relevant theoretical concepts, including Harris and et al (2007), Bennett, Wise, Woods & Harvey (2003) and Copland (2003), key characteristics of Distributed Leadership have been identified which would serve as the foundation for evaluating the case kindergartens in this study. The developmental progress of Distributed Leadership within the kindergartens have been assessed according to the framework constructed by MacBeath (2009). The relationship among leader, followers and context and its form will be examined through the theoretical model suggested by Spillane (2006). === Three kindergartens are sampled for qualitative analysis, it helps to find out the developmental process of Distributed Leadership in the local context. The findings reveal the scope of work which has been enlarged due to the present environmental conditions, it includes “establishing a school culture which recognizes self evaluation and self-perfection, “promoting school-based management, “developing children-centered curriculum, “engaging in market-driven school competition and “upholding one’s educational philosophy. School leaders are shouldering several main roles as “School administrator, “Team builder and “Shaper of school culture and environment, it reflects that the traditional leading approach taken by sole leader is no longer applicable in today’s kindergartens. === Four distinct developmental stages in Distributed Leadership at the sampled kindergartens have been identified through the lens of theoretical model constructed by MacBeath (2009), i.e. “Formal Distribution, “Pragmatic Distribution, “Strategic Distribution and “Incremental Distribution. There is no evidence to support the existence of “Opportunistic Distribution and “Cultural Distribution in the sampled cases. The findings also imply the tendency of passive acceptance of leadership responsibility or appointment among teachers, it is different from the studies done by Spillane (2006) in schools overseas. The landscape of leadership power found in Hong Kong kindergartens is in form of “stable dispersion. Teachers are still influenced by Confucianism especially on the principles of “Zun Zun Qin Qin. They respect the senior and love one’s relatives. They take a different perspective in viewing one’s supervisor, scope of work and family responsibility from a western outlook. Its influence can be found in how they see “Lust for power, “Job title, “Mobility, “Relationship among classes, “Scope of leadership and “Leading practice. The form and reason for its existence may vary, Distributed Leadership can be recognized in Hong Kong kindergartens. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === Detailed summary in vernacular field only. === 歐偉民. === Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. === Includes bibliographical references (leaves 280-301). === Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. === Abstracts in Chinese and English. === Ou Weimin. === Chapter 第一章 --- 問題陳述 --- p.3 === Chapter 第一節 --- 研究背景 --- p.4 === Chapter 第二節 --- 研究目的 --- p.12 === Chapter 第三節 --- 研究的概念基礎 --- p.13 === Chapter 第四節 --- 研究問題 --- p.16 === Chapter 第五節 --- 研究意義 --- p.16 === Chapter 第二章 --- 文獻回顧 --- p.18 === Chapter 第一節 --- 學前教育政策 --- p.18 === Chapter 第二節 --- 學校領導理論及領導者的角色 --- p.41 === Chapter 第三節 --- 分佈式領導理論 --- p.64 === Chapter 第四節 --- 學券政策 --- p.85 === 本章結語 --- p.93 === Chapter 第三章 --- 研究設計與方法 --- p.95 === Chapter 第一節 --- 研究問題及概念關係闡釋 --- p.95 === Chapter 第二節 --- 設計與方法 --- p.102 === Chapter 第三節 --- 取樣方法及資料分析 --- p.104 === Chapter 第四節 --- 研究倫理與信度 --- p.108 === Chapter 第五節 --- 研究限制 --- p.109 === Chapter 第六節 --- 研究計劃的重點流程 --- p.111 === Chapter 第四章 --- 幼稚園領導者的多元角色 --- p.112 === Chapter 第一節 --- 幼稚園的營運環境 --- p.112 === Chapter 一、 --- 外在環境因素：學前教育學劵政策 --- p.113 === Chapter 二、 --- 外在環境因素：市場競爭 --- p.114 === Chapter 三、 --- 內在環境因素：辦學理念的堅持 --- p.116 === Chapter 第二節 --- 幼稚園校長的多元角色 --- p.122 === Chapter 一、 --- 建立學校文化 --- p.122 === Chapter 二、 --- 推行校本管理 --- p.126 === Chapter 三、 --- 建立課程 --- p.133 === Chapter 四、 --- 建立競爭優勢 --- p.138 === Chapter 五、 --- 落實辦學理念 --- p.148 === Chapter 第三節 --- 幼稚園校長的多元角色給領導實踐的影響 --- p.152 === p.161 === Chapter 第五章 --- 分佈式領導概念的實踐 --- p.166 === Chapter 第一節 --- 分佈式領導與幼稚園的營運及發展 --- p.166 === Chapter 第二節 --- 分佈式領導概念在幼稚園中的實踐情況 --- p.178 === Chapter 第三節 --- 香港華人社會傳統對分佈式領導實踐的影響 --- p.194 === p.200 === Chapter 第六章 --- 分佈式領導概念對幼稚園領導者的意義 --- p.205 === Chapter 第一節 --- 幼稚園領導者對於分佈式領導概念的理解 --- p.205 === Chapter 第二節 --- 幼稚園領導者對於傳統領導與分佈式領導模式的評價 --- p.213 === Chapter 第三節 --- 分佈式領導概念如何在本港幼稚園實踐 --- p.229 === Chapter 第七章 --- 結論 --- p.246 === Chapter 第一節 --- 幼稚園領導者對於分佈式領導概念的理解 --- p.246 === Chapter 一、 --- 分佈式領導概念對於香港幼兒教育的學校領導者的意義何在？ --- p.246 === Chapter 二、 --- 幼稚園校長擔當著怎麼樣的多元角色？ --- p.254 === Chapter 三、 --- 分佈式領導概念在香港幼稚園的實踐情況如何？ --- p.261 === Chapter 第二節 --- 本研究對相關理論的回應 --- p.267 === Chapter 第三節 --- 本研究對於理論實踐的回應 --- p.269 === Chapter 第四節 --- 本研究對於相關政策的建議 --- p.271 === Chapter 第五節 --- 本研究的局限 --- p.277 === Chapter 第六節 --- 後續研究的啟示 --- p.278 === 參考文獻 --- p.280 === Chapter 附錄一： --- 西方6個已發展國家的幼兒服務概況 --- p.302 === Chapter 附錄二： --- 亞洲6國的幼兒教育制度比較 --- p.306 === Chapter 附錄三： --- 世界各國的學券計劃 --- p.311 === Chapter 附錄四： --- 主要被訪談者編碼表 --- p.313