ABSTRACT

Districts are relying on school autonomy to help schools differentiate educational programming for students and improve low-performing schools, yet we know little about how schools use autonomy in practice. Drawing on school case study and principal survey data from the Los Angeles Unified School District, we find variation in perceived school leader autonomy stemming from each school model’s governance design, district-provided capacity building, and other organizational conditions. Principal perceptions of autonomy are positively associated with perceived implementation ease of school plans which, in turn, is positively related to reports of teacher collegiality and responsive school practices.

摘要

学区依靠学校自治来帮助学校区分学生的教育计划并改善表现不佳的学校，但我们对学校如何在实践中使用自治知之甚少。根据洛杉矶联合学区的学校案例研究和校长调查数据，我们发现每个学校模式的治理设计、学区提供的能力建设和其他组织条件导致了对学校领导自主权的感知差异。校长对自主性的看法与学校计划的实施难易程度呈正相关，而学校计划的实施难易程度又与教师合议和响应学校实践的报告呈正相关。