文本背后的价值取向——香港校长专业发展的延续与变革(1982-2013)

Implicit Value in the Policy Text:The Professional Development Trend of School Principals in Hong Kong

在学校管理与教育变革中,校长的角色极为重要。本文透过1982年以来各类与校长专业发展相关的政策文件,了解政府对校长培训的目标和策略的不同概念及校长专业的发展趋势。研究发现,过去三十年来,香港校长专业发展政策历经数个关键转变,不同时期的政策目标与策略亦随之优化。校长专业发展呈现出三个显著的趋势:趋向协助参与者应对未来未知的挑战,而非被动地解决学校现有困难;从系统化的培训课程,趋向更多元化,包括各种校本分析与个人反思活动;校长专业群体逐渐取代了政府的主导地位,在校长职前培训以及初任校长持续发展等方面扮演更积极和关键角色。现时校长专业发展更重视如何协助学校在瞬息万变的社会中迎接潜在挑战,这亦标志着香港校长培训已踏入了成熟阶段。

The school principal always plays a crucial role in school management and leadership, this study has thoroughly reviewed the relevant documents in the past 30 years so as to identify different concepts and major trends of the purpose, strategy and principals＇ profession in the policies concerning the professional development of principals. The textual analysis identified several distinct trends. First, both preparation and in-service programmes aim to prepare for challenges in the future, instead of the passive approach to problem solving in schools; Second, the government allows diversity in the professional development of principals, from structured and systematic training courses to different kinds of school-based analysis and personal reflection; Third, the professional community of inservice principals has taken over the dominant role of the government through active participation in pre-service preparation programmes, as well as the mentorship for novice principals. The policy is currently implemented at a fully mature phase to face the potential challenges in the rapidly changing environment.