数据驱动的决策有助于提升学校自主权吗——基于PISA2015校长调查的路径模型研究

Could Data-driven decision Making Enhance School Autonomy? Research based on PISA 2015 Principal Survey

本研究基于PISA2015校长调查,聚焦数据驱动的决策是如何落实学校领导力进而拓展(或削弱)学校自主权的。与已有研究将数据驱动的学校决策视为一个同质性对象的做法不同,本研究区分了外部和内部评价数据的学校决策,并借用吉登斯的结构化理论,讨论和分析了三条数据影响学校自主权拓展的路径。结果表明,外部评价数据驱动的决策对于学校自主权的直接影响是负面的,内部评价数据驱动的决策对于学校自主权的直接影响虽然是正向的,但不如由外部到内部数据依次驱动的第三条道路作用明显。据此认为,第三条路径有助于学校合理地运用外部力量,应对变革过程中固有组织文化的抵抗以及校内专业力量不足的现状,并逐渐培养学校自主发展的内部动力。外部和内部评价数据辩证关系的发现,也挑战了当前该领域研究将决策过程简化为"数据-信息-知识"的模型。

Based on the PISA 2015 Principal Survey, this research focuses on the effect ofdata-driven decision making on its power of implementing school leadership and enhancing school autonomy. Researchers distinguished inside and outside evaluation data based on which schools make decisions. Using Giddens’ structural theory, researchers constructed three routes that leadership leads to school autonomy, two of which is through direct inside and outside evaluation data separately. The third is through outside data at first and then through inside data. The finding is that the later route has most significance. Researchers believes that, the third route is good for schools in operating outside power to deal with resistance from original organization culture. In the starting stage of using data for schools, it is adaptive for schools to deal with conditions, which is lack of professionalism. The dialectical relationship between inside and outside data-driven decision making, challenged the common model to interpret the process of decision making as "data-information-knowledge".