INVESTIGATING CHINESE EDUCATIONAL LEADERS' CONFUCIAN ETHICS AND VALUE ORIENTATIONS IN A TRANSNATIONAL LEADERSHIP PROGRAM

從跨國領導課程探索中國教育領袖的儒家倫理及價值取向

彭新強(Nicholas Sun-Keung Pang) ； 王婷(Ting Wang)

《當代教育研究季刊》 25卷1期 (2017/03) Pp. 45-78

https://doi.org/10.6151/CERQ.2017.2501.02

摘要

Purpose Scant empirical research has explored the perceived practices of Confucian ethics and values in educational management and leadership in China. Based on a conceptual framework, this study compared the personal values of a group of Chinese educational leaders and those espoused by their working institutions. This study aimed to determine whether the Confucian ethics and values of hierarchical relationships, collectivism, humanism, and self-cultivation continue to be emphasized in contemporary Chinese educational institutions. Design/methodology/approach A standardized instrument, the Institutional Values Inventory, with 53 value statements, was used to assess educational leaders' value orientations in their respective institutions. The subjects of the study were a group of 67 Chinese educational leaders enrolled in an Australian transnational leadership program in Zhejiang Province, China. Findings The major findings show that the educational leaders had a higher regard for collectivism, humanism, and self-cultivation than their institutions in how an education institution should be operated. Interestingly, hierarchical relationship was the most important institutionally espoused value which also constituted the least favored value held by the individual educational leaders. Originality/value This study sheds light on leadership roles in enhancing productivity, effectiveness, and performance, and contributes to the field of educational leadership and effectiveness research through exploring the existence of Confucian ethics and values in leadership practices, especially in Chinese cultural contexts.

關鍵字

leadership preparation ； leadership strategy ； Confucianism ； value orientation ； transnational program ； ethics and values ； Chinese culture

並列摘要

研究目的　鑑於過往探討中國教育領導之儒家倫理和價值取向的實證研究十分貧乏，本研究藉著有關的理念架構，研究一組中國教育領袖的個人及其機構的價值取向。本研究旨在檢視當代中國教育機構是否仍然注重儒家倫理的價值觀，以及評估教育領導及其機構在日常管理工作中，在「等級關係」、「集體主義」、「人文主義」和「自我修養」等價值的注重程度。研究設計／方法／取徑　本研究制定了一套具有53 項價值陳述的機構價值量表（IVI）的標準工具，以評估教育領袖在日常的管理環境下的價值取向。而研究之對象為67 位參加了在中國浙江省舉行的澳洲跨國領導碩士課程中的教育領袖。研究發現或結論　主要研究結果顯示，與營運教育機構相比，教育領袖在個人層面上更推崇集體主義、人文主義和自我修養這三個方面。而有趣的是，等級關係是機構所擁護的最重要的價值，卻同時是最不受個人所青睞的價值。研究原創性／價值性　透過探索現有儒家倫理和領導實踐中之價值，本研究揭示了在中國文化背景下教育領導在促進生產、效能和績效方面的職能; 以及推動了教育領導與效能研究領域的發展。

並列關鍵字

領導培訓 ； 領導策略 ； 儒家思想 ； 價值取向 ； 跨國課程 ； 倫理與價值 ； 中國文化

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