教師參與學校經營論之探討

本文的主要目的，在於探討教師參與學校經營之可行性與其參與的主要範圍和較適宜的參與方式及提高參與功能所必要的學校組織，以供校長和教月之參考。 本文探討後的主要結論是： 一、教師參與的事項必須要師的工作有切身關係，但參與並不等於下決策。 二、根據行為科學家之研究，參與雖然能滿足組織成員的內在動機而提高其工作士氣，但是否能增進工作績效，就要看成員的人格特質和工作性質而定。 三、從教師的人格特質和工作性質來看，教師之參與學校經營是比非專門職業的人員來得重要。 四、參與的方式很多，但就學校經營來說，教師的參與方式是以共同協議和以校長為主體的共同決定的參與方式為宜。 五、教師參與學校經營的主要範圍，以和學生之教育有直接關係之內容為宜。 六、為提高教師參與學校經營之功能，有必要重視學校內的各種會議和委員會。

The main objects of this study are to search for: (a) the possibilities of teachers’ participation in school management， (b) the main areas of participation， (c) the appropriate ways of participation， and (d) the necessary organizations to promote functions of participation. The major conclusions are as follows: 1. The matters for teachers’ participation must have some close relation to their work and we should also note that participation does not mean decision-making. 2. According to behavior scientists， although participation can result in satisfying the intrinsic motivation of the members of an organization and raise their working morale， the results of their ultimate performance depends on their personality and the nature of the task. 3. Viewing from teachers’ particular personality and the nature of their work， teachers’ participation in school management is more important than any other non-professional employee’s participation. 4. There can be a great many ways for teachers’ participation. But from the view of school management， “joint-discussions” and “joint-decisions” are considered most preferable. 5. The main areas for teachers’ participation in school management had better be restricted to those matters which have direct relation to student education. 6. In order to promote the functions of teachers’ participation in school management， it is essential to attach great importance to various kinds of meetings， conferences and committees.