CAJ | 학술논문

本文基于东亚十国（地区）PISA（2009）测验结果,对教师参与学校治理对学校教育绩效的影响进行实证分析。通过数据观察和分层线性模型,得出以下结论：（1）教师参与学校治理对学校绩效的影响存在较大的国家差异;（2）国家的文化维度变量（权力距离、个人主义、长期行为导向等）决定了教师参与学校治理的具体效果;（3）教师参与学校治理可以激发教师的＂组织公民行为＂,从而提高学生对教师的满意度;（4）教师在学校人事制度（如教师聘任、教师起薪）、教学活动（如教材选择）中有更多的参与决策权,对教育绩效的改进发挥了积极作用。以上结论对于我国目前教育体制改革、探索教育分权模式下新的教育组织管理模式具有借鉴意义。
본문기우동아십국（지구）PISA（2009）측험결과,대교사삼여학교치리대학교교육적효적영향진행실증분석。통과수거관찰화분층선성모형,득출이하결론：（1）교사삼여학교치리대학교적효적영향존재교대적국가차이;（2）국가적문화유도변량（권력거리、개인주의、장기행위도향등）결정료교사삼여학교치리적구체효과;（3）교사삼여학교치리가이격발교사적＂조직공민행위＂,종이제고학생대교사적만의도;（4）교사재학교인사제도（여교사빙임、교사기신）、교학활동（여교재선택）중유경다적삼여결책권,대교육적효적개진발휘료적겁작용。이상결론대우아국목전교육체제개혁、탐색교육분권모식하신적교육조직관리모식구유차감의의。
This study examines the causal relationship between teacher participation in decision making and their affective outcome for schools.Samples were sent to 26450 students from 1091 secondary schools in countries and regions of East Asia in 2009.Hierarchical linear modeling was applied to validate the participation model and estimate the correlation among the variables.The structural equation modeling results showed that the effect of teacher participation in decision making on education outcome varies from country to country,depending on the cultural dimension of the countries.The power distance index,individualism index,uncertainty avoidance Index,and long-term orientation can explain the functional difference in decision-making participation.In general,four teachers＇ participatory decision contents（i.e.,personal decision,financial and budget decision,student management decision,and teaching activities management decision）affect the education outcome.Teachers＇ participation in decision making improves their organizational citizenship behavior and indirectly improves the educational outcome.This study extends our knowledge of the relationship between decision-making involvement and affective outcomes.