HKIER

摘要

近十年來，香港教育署不斷在學校推行教育變革；然而，變革能否成功，教師的價值取向起著重要的作用。本文報告一項質性的個案研究，研究員以微型政治觀點去探討和分析兩所學校的教師在推行家長參與的教育變革過程中，他們的價值取向和影響他們價值取向的因素。研究顯示，兩校教師具有不同的變革價值觀，分佈於「委身服務」和「我行我素」的價值取向連續線上；教師在這期間的價值取向是受到「範式」、「能力」和「政策」三個因素是否失調所影響。

Abstract

In the last ten years, the Education Department of Hong Kong has constantly introduced different educational innovations in schools. Whether an innovation can be successfully implemented depends very much on teachers’ value orientations. This article reports on a qualitative case study research. Through a micro-political perspective, the investigator explores and analyzes teachers’ values and beliefs in parental involvement during times of educational change in two primary schools. The findings suggest that teachers in these two schools possess different values and beliefs along a continuum of "altruism" at one end and "isolationism" at the other, and their orientations are affected by variations of paradigm, competence and policy factors in times of change.