成許善真. / 電腦打印本(影印本) / Thesis (M.A.)--香港中文大學敎育學部. / Dian nao da yin ben (ying yin ben) / Includes bibliographical references (leaves 87-95). / Cheng Xu Shanzhen. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 謝言 / 附圖目次 / 附表目次 / 附錄目次 / 撮要 / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究背景及問題陳述 --- p.1 -3 / Chapter 第二節 --- 研究目的 --- p.4 / Chapter 第二章 --- 文獻評述 / Chapter 第一節 / Chapter 甲. --- 校政決策參與的定義 --- p.5-6 / Chapter 乙. --- 校政決策參與的學說 --- p.7-16 / Chapter 丙. --- 影響教師在校政決策參與的因素 --- p.17 -18 / Chapter 丁. --- 校政決策參與的量´度´ؤؤ程度和範圍 --- p.19 -27 / Chapter 第二節 / Chapter 甲. --- 組織投入的定義 --- p.28 / Chapter 乙. --- 組織投入的學說 --- p.29 / Chapter 丙. --- 影饗組織投入的因素 --- p.30 -32 / Chapter 丁. --- 組織投入的量度 --- p.33 -34 / Chapter 第三節 --- 綜合理論 --- p.35 -39 / Chapter 第四節 --- 理論假設 --- p.40 / Chapter 第五節 --- 研究模式的限制 --- p.40 / Chapter 第三章 --- 研究方法 / Chapter 第一節 --- 假設與變項 --- p.41 -42 / Chapter 第二節 --- 抽樣 --- p.43 / Chapter 第三節 --- 研究工具 --- p.43 / Chapter 第四節 --- 硏究步驟 --- p.45 / Chapter 第五節 --- 統計分析 --- p.46 / Chapter 第四章 --- 硏究結果與討論 / Chapter A. --- 描述部份 / Chapter 第一節 --- 學校的背景 --- p.47 -48 / Chapter 第二節 --- 教師的背景 --- p.49 -51 / Chapter 第三節 --- 教師校政決策的參與現況 --- p.52 -53 / Chapter 第四節 --- 教師校政決策的參與理想 --- p.54 / Chapter 第五節 --- 教師校政決策的參與現況和參與理想比較 --- p.55 -57 / Chapter 第六節 --- 教師校政決策的參與差距 --- p.58 -60 / Chapter B. --- 假設驗証部份 / Chapter 第一節 --- 校政決策範疇的因子分析 --- p.61 -64 / Chapter 第二節 --- 假設驗証一 / Chapter 甲. --- 教師校政決策的參與現況和學校特徵之關係 --- p.65 -67 / Chapter 乙. --- 教師校政決策的參與理想和個人特徴之關係 --- p.68 -71 / Chapter 第三節 --- 假設驗証二 / Chapter 甲. --- 教師組織投入和學校特徵之關係 --- p.72 -73 / Chapter 乙. --- 教師組織投人和教師個人特徵之關係 --- p.74 -76 / Chapter 丙. --- 教師組織投入和教師校政決策參與差距之關係 --- p.77 -78 / Chapter 丁. --- 教師組織投入和學校特徵、教師個人特徵及教師 校政決策參與差距之關係 --- p.79 / Chapter 第五章 --- 結論及建議 / Chapter 第一節 --- 結論 --- p.80-81 / Chapter 第二節 --- 建議 --- p.82 -83 / 註釋 --- p.84 -86 / 英文參考書目 --- p.87-94 / 中文參考書目 --- p.109 -95 / 附錄 --- p.119

Since independence in Namibia in 1990, schools have been required to transform themselves from hierarchical organisations with autocratic leadership to more democratic forms of leadership which allow greater participation in leadership by teachers. This shift assumes that effective leadership and management of schools can secure and sustain school improvement. Against this backdrop, the purpose of my study was to explore the enactment of teacher leadership in three public schools in the Eenhana circuit of the Ohangwena region in Namibia and to examine the factors that enhance or inhibit this enactment. My study, located in the Namibian schooling system, was a replication of a multi-case study project conducted in South Africa during 2008-2009 by 11 Master of Education students at the University of KwaZulu-Natal. My study was conducted within a qualitative interpretive paradigm and I adopted a case study of three Namibian schools with three teacher leaders per school as the unit of analysis. As in the original study, the instruments that I used to collect the data included a survey questionnaire, focus group interviews, individual interviews, selfreflective journals, observations and document analysis. All the educators, including the three teacher leaders at each of the three schools completed questionnaires following which the three teacher leaders at each school were interviewed using a semi-structured focus group interview method. The teacher leaders also provided information through journal writing. In addition, these teacher leaders were observed and I examined the school documents, such as minutes of meetings, to find out how they engaged in leadership roles in their institutions. Semi-structured individual interviews were also conducted with the principal and the secretary of each of the three selected schools to acquire contextual information about the schools. The Statistical Package of Social Sciences was used to analyse the quantitative data while qualitative data were analysed using thematic content analysis and, in particular, a model of teacher leadership (Grant, 2008). The findings of my study indicated that, although teacher leadership was a new concept to the majority of educators who took part in my study, teacher leadership was enacted at all the three schools. Teacher leadership was enacted differently at each of the three schools depending on the culture and structure of each school. At School A, teacher leadership was enacted successfully across the first three zones of the model within a dispersed distributed framing. At School B, teacher leadership was restricted to the first two zones, in the classroom and with other teachers and learners with little leadership distribution. At Schools C, teacher leadership was evident across all four zones of the model and classified as emergent with a dispersed distributed leadership framing. Barriers that prevented the development of teacher leadership in these schools were experienced as time, hierarchical structure, an autocratic principal and the exclusion of teachers in chairing of meetings. Factors that enhanced teacher leadership included collaborative and collegial cultures, teamwork, good communication, shared vision, collaborative decision-making, teachers-led initiatives and the involvement of learners in leadership roles. The dissertation concludes with recommendations for further research and practice in relation to the concepts of teacher leadership and distributed leadership in Namibia. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.