摘要

教育人力統籌科及教育署（1991）頒佈的「學校管理新措施」為香港學校引入頗大的管理改革，其目的在將學校由「外控管理」轉變為「校本管理」，以提高教育質素及學校效能。本文分析「新措施」的性質，並認為其效果的高低，在乎其各項建議能否成功與策略管理的機制結合，其中包括環境分析、規劃結構、人力資源管理、評核調控、參與，和領導等元素。本文提出的理念和技術可幫助學校發展的實踐及各地校本管理的討論、推行和研究。

Abstract

The new policy "School Management initiative" (SMI) issued by the Education and Manpower Branch and Education Department (1991) is inducing a great reform of management in Hong Kong Schools. It intends to enhance education quality and school effectiveness by transforming the schools from "external control management" to "school-based management". This paper analyzes the nature and components of SMI and proposes that the effectiveness of SMI on school improvement and development depends on whether its components can be successfully integrated into a strategic management mechanism including environmental analysis planning and structuring, human resource management, evaluation and controlling, participation, and leadership. The ideas and techniques illustrated in this paper may contribute to the practice of school development and the ongoing discussion, implementation, and investigation of school-based management in local and international contexts.

摘要

教師工作效能的發揮，專業精神的提高，向來備受關注。惟工作效能和專業精神的增強，又往往受到工作厭倦現象的牽制和影響，因此教師工作厭倦的情況下實不容忽視。本研究嘗試從個人特性、專業取向和社群助力來探討其與香港小學教師工作厭倦的關係。

在本研究中，工作厭倦的徵狀分為「情緒耗竭」、「缺乏人情味」及「個人成就感」三類感受；個人特性包括性別、年齡、婚姻狀況、教學經驗、學歷、專業訓練和職級七項；而社群助力則指來自上司、同事及親友三方面的助力。

本研究採用問卷形式，調查九間小學的267名教師；研究結果顯示，在個人特性方面，婚姻狀況與工作厭倦的缺乏人情味有關，而獨身的缺乏人情味情況較已婚的為嚴重。在社群方面，上司助力與個人成就感有適度正相關，親友助力與個人成就感有強度正相關，表示從上司和親友獲得助力較多的教師，其個人成就感較強，工作厭倦程度也相對較低。在專業取向方面，它與情緒耗竭及缺乏人情味兩者顯露強度負相關，與個人成就感則成強度正相關，表示專業取向越高，個人成就感越高，而情緒耗竭及缺乏人情味兩者則越低，反映出專業取向可減低工作厭倦的現象。

Abstract

This study examined the relationship of teacher characteristics, professionalism and social support with the three aspects of burnout: emotional exhaustion, depersonalization and personal accomplishment. Teacher characteristics included sex, age, marital status, years of teaching, level of education, professional training and professional rank. Social support consisted of support from supervisors, coworkers, relatives and friends. The sample of this study was 267 teachers in 9 primary schools. Findings indicated that single teachers experienced more depersonalization than married ones. Social support was correlated only with personal accomplishment. Support from supervisors bore moderate correlation with personal accomplishment while support from relatives and friends bore stronger correlation with it. Professionalism showed the most significant relationship with burnout. It was strongly correlated to all the three aspects of burnout: negatively to emotional exhaustion and depersonalization and positively to personal accomplishment.

Abstract

This cross-sectional survey study attempts to examine the relationship between teachers' organizational commitment and their perceptions of school organizational health. School organizational health, conceptualized in this study, is a multidimensional construct comprising seven dimensions including institutional integrity, principal influence, initiating structure, consideration, morale, academic emphasis and resource support. The sample was composed of 423 primary school teachers randomly selected from 20 aided primary schools which are operated by 4 major sponsoring bodies in Hong Kong. Teacher commitment scale and organizational health inventory were administered to the teachers in their schools by the research team. In the main study, individual teacher perception served as the unit of analysis. The findings supported the hypothesis that the state of the school health can predict teachers' commitment to school. In particular, consideration, academic emphasis and institutional integrity had the greatest power in predicting teachers' organizational commitment. The additional analysis demonstrated that if the unit of analysis had been switched to individual schools, the aggregated school health index might be a practical and powerful diagnostic tool for studying the quality of school life.

摘要

本研究的目的在於探討教師組織投入感與學校組織健康的關係，研究資料來自20 所香港津貼小學，共423位教師，研究結果顯示兩者有密切相關。

Abstract

At present, many P.E. teachers in Hong Kong adopt the skill-based approach to teach their children. Numerous drawbacks to this approach have been identified. To cite a few: children know very little about the games; they achieve little success in the games, and they lack cognitive training (Bunker and Thorpe, 1986). The purpose of this study is to invite all P.E. teachers to re-consider their current teaching approach for games. In 1982, an innovating approach for games teaching, Teaching for Understanding, was initiated by Thorpe and Bunker, both P.E. lecturers at the Loughborough University of Technology in England. The emphasis shifts from skill-based to tactical consideration in a game. The concept of space, attack and defence bases are introduced. Through this approach, children achieve a new level of skillful performance at his or her own ability. They learn how to make decisions based upon tactical awareness, and they retain their interest and involvement in the game. Following this initiative, many P.E. professionals in England reacted actively and positively by contributing papers, articles and organizing projects and workshops to supplement and support this innovation. Today, this approach is widely accepted throughout the world such as U.S.A., Australia and New Zealand. It is high time, I think, for P.E. teachers in Hong Kong to consider and adopt this new approach.

摘要

目前，香港大部份體育教師都採用「技巧教學法」去教導學生球類課，此教學法已被指出有很多弊處，例如：學生對球類遊戲的進行認識不足，他們很少機會獲得成功感及欠缺了思考的訓練（賓嘉及霍普，1986）。本文寫氖的目的是誠意邀請所有體育教師去反思他們目前採用的球類教學法。一九八二年，英國洛夫堡科技大學兩位體育講師賓嘉穴和霍普提倡一種新球類教學法──「領會教學法」，將以技巧為主的球類教學轉移至戰術意識的學習為重點，也介紹了空間運用、進攻及防守的觀念。透過這種教學法，學生能根據自己的運動能力去學習而提昇到一個新的熟練技巧水平，他們利用戰術意識學習怎樣作出抉擇，保留對遊戲的興趣及參與。依隨此新路向，英國很多體育專業人仕的反應十分踴躍並表示支持，紛紛撰寫文章，安排工作坊來響應。時至今日，這種教學法己被世界多個國家採用，例如美國、澳洲及紐西蘭。本人認為，讓香港的體育教師都加入考慮及積極採用此新教學法，現在是適當的時機。