Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol11.Issue2.1997:

(1)

(2)

(3)

[ 8 2]

Yin Che o ng Che ng and Allan Walke r

Multi-func tio ns o f sc ho o l-base d te ac he r e duc atio n

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 1 / 2 [1 9 9 7 ] 8 0 –8 8

sch ools p r ov id e q u a lit y ser v ice for clien t s, em p loyer s a n d ot h er s con n ect ed w it h t h e or ga n iza t ion . At com m u n it y a n d societ a l levels, sch ools a id t h e econ om ic a n d in st r u -m en t a l n eed s of t h eir loca l co-m -m u n it y a n d econ om y, m od ify or sh a p e econ om ic b eh av -iou r s, a n d con t r ibu t e t o t h e d evelop m en t a n d st a b ilit y of t h e b r oa d er societ y. T h ese t h en feed t h e in t er n a t ion a l level t h r ou gh t ea ch er s a n d sch ools p r ov id in g econ om ica lly, t ech n o-logica lly a n d en v ir on m en t a lly sen sit ive a d u lt s t o t h e con st a n t ly sh r in k in g wor ld com m u n it y. T h r ou gh SBTE , t ea ch er s ca n u n d er st a n d fu r t h er t h e econ om ic a n d t ech n i-ca l fu n ct ion s of sch ool ed u i-ca t ion a n d d evelop su fficien t com p et en ce t o h elp p er for m t h ese fu n ct ion s.

H u m a n / socia l fu n ction s r efer t o t h e con t r i-bu t ion of sch ools t o h u m a n d evelop m en t a n d socia l r ela t ion sh ip s a t d iffer en t levels of t h e societ y. SBTE sh ou ld h elp t ea ch er s t o u n d er -st a n d t h e n a t u r e a n d sign ifi ca n ce of h u m a n d evelop m en t a n d h ow t o ca t er for t h is in sch ools. For exa m p le, a t a n in d iv id u a l level, t ea ch er s h elp st u d en t s t o d evelop a s fu lly a s p ossible p sych ologica lly, socia lly a n d p h y si-ca lly. At t h e in st it u t ion a l level, t ea ch er s h elp in ven t a n d r ein for ce t h e h u m a n r ela t ion sh ip s w h ich fr a m e or ga n iza t ion a l b eh av iou r. T h e q u a lit y of su ch r ela t ion sh ip s is a k ey d et er m i-n a i-n t of t h e q u a lit y of t h e wor k a i-n d lea r i-n ii-n g lives of st u d en t s.

F r om a fu n ct ion a list p er sp ect ive, t ea ch er s ser ve cer t a in socia l fu n ct ion s in t h eir loca l com m u n it y. T h ese fu n ct ion s in clu d e socia l in t e gr a t ion of d iver se con st it u en cies, fa cilit a -t ion of socia l m ob ili-t y w i-t h in exis-t in g cla ss st r u ct u r es a n d r ein for cem en t of socia l eq u a l-it y. F r om t h e a lt er n a t ive v iew p oin t of con fl ict t h eor y, t ea ch er s r e p r od u ce t h e exist in g socia l cla ss st r u ct u r e a n d p er p et u a t e socia l in eq u a l-it y (Bla ck led ge a n d H u n t , 1985; Ch en g, 1995). Beca u se of t h e gr ow in g glob a l con sciou sn ess (Bea r e a n d Sla u gh t er, 1993), t ea ch er s n eed t o p r e p a r e st u d en t s for in t er n a t ion a l h a r m on y, socia l coop er a t ion , glob a l h u m a n r ela t ion -sh ip s a n d wor k t ow a r d s t h e elim in a t ion of n a t ion a l, r e gion a l, r a cia l a n d gen d er b ia ses a t t h e in t er n a t ion a l level.

Politica l fu n ction s r efer t o t h e con t r ibu t ion of sch ools t o t h e p olit ica l d evelop m en t s a t d iffer en t levels of societ y. At t h e in d iv id u a l level, t ea ch er s h elp st u d en t s t o d evelop

p osit ive civ ic a t t it u d es a n d sk ills, a n d t o exer cise t h e r igh t s a n d r esp on sib ilit ies of cit izen sh ip. At t h e in st it u t ion a l level, t ea ch er s su p p or t t h eir sch ools t o a ct a s p la ces for en cou r -a gin g cr it ic-a l d iscu ssion of p olit ic-a l issu es. At t h e com m u n it y a n d societ a l levels, sch ools a n d t ea ch er s p lay a n im p or t a n t r ole in p r om ot in g aw a r en ess of d eom ocr a cy a n d fa cilit a t -in g p olit ica l d evelop m en t s a n d ch a n ges (T h om a s, 1983). T h e gr ow in g aw a r en ess of in t er n a t ion a l d e p en d en ce r ein for ces t h e n eed for sch ool ed u ca t ion t o con t r ibu t e t o in t er n a -t ion a l u n d er s-t a n d in g a n d elim in a -t ion of in t er n a t ion a l con fl ict . In a r ea s su ch a s t h ese, few t ea ch er s p ossess t h e a p p r op r ia t e k n ow l-ed ge, a t t it u d es or com p et en ce t o h elp t h eir sch ools t o p er for m t h e p olit ica l fu n ct ion s. T h is a p p ea r s p a r t icu la r ly t r u e in t h e r a p id ly d evelop in g p olit ica l en v ir on m en t of H on g Kon g. SBTE , t h er efor e, m ay b e on e im p or t a n t w ay t o em p ow er t ea ch er s t o fa ce t h is

ch a llen ge.

Cu ltu ra l fu n ction sr efer t o t h e con t r ibu t ion of sch ools t o t h e cu lt u r a l t r a n sm ission a n d d evelop m en t a t d iffer en t levels of societ y. SBTE ca n p r ov id e op p or t u n it ies for t ea ch er s t o u n d er st a n d a n d r efl ect on t h ese cu lt u r a l fu n ct ion s, a n d t o bu ild t h e sk ills n ecessa r y for t h eir t r a n sm ission . At t h e in d iv id u a l level, t ea ch er s h elp st u d en t s t o d evelop cr e-a t iv it y e-a n d e-a est h et ic e-aw e-a r en ess, e-a n d t o b ecom e fa m ilia r w it h t h e d om in a n t va lu es u n d er p in n in g t h eir societ y. At a n in st it u -t ion a l level, -t ea ch er s a n d sch ools a c-t a s a gen t s for sy st em a t ic cu lt u r a l t r a n sm ission , cu lt u r a l in t e gr a t ion a m on g t h eir m u lt ip le a n d d iver se con st it u en cies, a n d cu lt u r a l r e-v it a liza t ion . At t h e com m u n it y a n d societ y levels, sch ools oft en ser ve a s a cu lt u r a l u n it ca r r y in g t h e exp licit n or m s a n d exp ect a t ion s of t h e loca l com m u n it y. Aga in , con fl ict t h eor y p r ov id es a n a lt er n a t ive v iew. It su ggest s t h a t sch ools a n d t ea ch er s socia lize st u d en t s fr om d iffer en t levels of societ y w it h d iffer en t set s of va lu es a n d b eliefs a n d , in t h e p r ocess, b en e-fi t som e gr ou p s m or e t h a n ot h er s (Ap p le, 1982; Ch en g, 1995; Collin s, 1971; Gir ou x, 1981). At t h e in t er n a t ion a l level, sch ools a n d t ea ch -er s ca n en cou r a ge a p p r ecia t ion of cu lt u r a l d iver sit y a n d a cce p t a n ce of d iffer en t n or m s, t r a d it ion s, va lu es a n d b eliefs in d iffer en t cou n t r ies a n d r e gion s.

E d u ca tion fu n ction s of sch ools r efer t o t h e con t r ibu t ion of sch ools t o t h e d evelop m en t a n d m a in t en a n ce of ed u ca t ion a t d iffer en t levels. T r a d it ion a lly, ed u ca t ion h a s b een p er ceived a s a m ea n s for a ch iev in g on ly t h e econ om ic, socia l, p olit ica l a n d cu lt u r a l va lu es. Ra p id a n d w id esp r ea d ch a n ge, h ow -ever, h a s n ow p r om p t ed a n a cce p t a n ce t h a t ‘...tea ch ers n eed to p rep a re stu d en ts for in ter n a tion a l h a r m on y,

(4)

ed u ca t ion in a n d of it self is a cr u cia l goa l. T h e con t en t , sy st em a n d st r u ct u r e of ed u ca t ion , t h en , n eed t o b e d evelop ed a n d m a in t a in ed . SBTE is a n im p or t a n t m ea n s n ot on ly for t ea ch er s t o lea r n a n d d evelop t h em selves, bu t a lso t o u n d er st a n d t h is in cr ea sin gly r ecog-n ized ecog-n eed . At t h e iecog-n d iv id u a l level, t ea ch er s h elp st u d en t s t o lea r n h ow t o lea r n a n d collea gu es t o collea r n h ow t o t ea ch . At t h e in st it u -t ion a l level, -t ea ch er s wor k -t oge-t h er -t o im p r ove lea r n in g a n d t ea ch in g t h r ou gh m u t u a l su p p or t a n d sh a r ed in n ova t ion . At t h e com m u n it y a n d societ y levels, t ea ch er s p r ov id e ser v ice for d iffer en t ed u ca t ion a l n eed s w it h in t h eir com m u n it ies, fa cilit a t e d evelop m en t s of ed u ca t ion a s a p r ofession , d issem in a t e k n ow led ge a n d in for m a t ion t o t h e n ext gen er a t ion a n d con t r ibu t e t o t h e for m a t ion of a lea r n in g societ y. In or d er t o en cou r a ge m u t u a l u n d er st a n d in g a m on g n a t ion s, t ea ch er s ca n con t r ibu t e t o t h e d evelop m en t of glob a l ed u ca t ion a n d t h e in t er n a t ion a l exch a n ge a n d coop er a t ion of ed u ca -t ion .

We b elieve t h a t a n u n d er st a n d in g of t h e a b ove fu n ct ion s a n d a ccom p a n y in g levels is u sefu l on t wo in t er r ela t ed fr on t s. F ir st , it p r ov id es a fr a m e for sch ool m a n a ger s a n d t ea ch er s t o u n d er st a n d a n d op er a t ion a lize SBTE a n d , secon d , t h e fr a m ewor k is u sefu l for in cr ea sed t h eor et ica l u n d er st a n d in g of SBTE a n d m ay for m t h e b a sis for r esea r ch in t h is im p or t a n t a r ea . Clea r ly, a s t h e fu n ct ion s of sch ools b ecom e m or e com p lex, a d m in ist r a -t or s a n d -t ea ch er s n eed -t o b e b e-t -t er p r e p a r ed t o fa ce t h eir ch a n gin g r oles. At p r esen t , it is u n lik ely t h a t t ea ch er s h ave t h e a p p r op r ia t e k n ow led ge, a t t it u d e, com m it m en t a n d com p e-t en ce e-t o su p p or e-t e-t h e m u le-t ip le fu n ce-t ion s in t h eir sch ools a n d t o ca r r y ou t t a sk s effec-t ively. Ign or a n ce of effec-t h e ch a n ges in effec-t h e sch ool’s r ole a n d of t h e m u lt ip licit y of t h e sch ool’s fu n ct ion s ca n h in d er t h e d evelop -m en t of SBTE .

All sch ools a r e u n iq u e. Differ en t sch ools h ave d ist in ct exp ect a t ion s a n d b eliefs a b ou t w h ich fu n ct ion s a r e m ost im p or t a n t t o t h em . Cer t a in sch ools, for exa m p le, m ay b e m or e con cer n ed w it h t h e t ech n ica l a n d econ om ic fu n ct ion s, bu t ot h er s w it h t h e p olit ica l fu n c-t ion s. Yec-t oc-t h er sch ools m ay p ay a c-t c-t en c-t ion c-t o t h e fu n ct ion s a t t h e in d iv id u a l levels a n d som e focu s m or e on t h e com m u n it y or

societ a l level. Su ch va r y in g em p h a ses m ay lea d t o d iffer en t d esign s of SBTE . Wh er ea s t h is is a cce p t a ble, a n d cer t a in ly u n d er st a n d a ble, sch ools sh ou ld k ee p in m in d t h e follow -in g:

• d iffer en t em p h a ses sh ou ld b e p la ced on t h e sp ecifi c ch a r a ct er ist ics a n d n eed s of t h e sch ool a t a cer t a in d evelop m en t a l st a ge; • a fu ll u n d er st a n d in g of t h e sp ect r u m of

sch ool fu n ct ion s is n ecessa r y ; a n d • a b a la n ced SBTE p r ogr a m m e sh ou ld a im ,

in t h e lon g t er m , t o a d d r ess ea ch of t h e fu n ct ion s, even if a t d iffer en t levels of em p h a sis.

We m ove n ow t o exa m in in g t h e m u lt i-fu n c-t ion s, sp ecifi ca lly a c-t a sch ool level.

Multi-functions of SBTE within

the school organization

F r om a sch ool p er sp ect ive, SBTE m ay in clu d e d iffer en t fu n ct ion s w h ich con t r ibu t e t o t h e in t er n a l op er a t ion of t h e sch ool in a d d it ion t o t h e levels n ot ed a b ove. T h ese m ay b e v iew ed u sefu lly t h r ou gh t h e gu ise of a st r a t e gic m a n -a gem en t p r ocess w h ich h -a s r ecen t ly b ecom e a n in t e gr a l p a r t of t h e m ove t ow a r d s sch ool-b a sed a n d m u lt i-level self-m a n a gem en t in sch ools (Ca ldw ell a n d Sp in k s, 1988, 1992; Ch en g, 1996; Ch en g a n d N g, 1994; Ch eu n g a n d Ch en g, 1996). Gr ea t er t ea ch er p a r t icip a t ion in sch ool d evelop m en t p la n n in g a n d t h e st r a t e-gic m a n a gem en t p r ocess in clu d es m ea n in gfu l r oles in en v ir on m en t a n a ly sis, p la n n in g a n d st r u ct u r in g, st a ffin g a n d d ir ect in g, a n d m on i-t or in g a n d eva lu a i-t in g. T h r ou gh in volvem en i-t in t h ese p r ocesses, t h e t ea ch er ’s r ole sh ift s fr om a n in d iv id u a l im p lem en t er t o a t ea m -or ien t ed p la n n er, p a r t n er, lea d er a n d p r ofes-sion a l (Ba r t h , 1988; Ch en g, 1993a ). In volve-m en t in t h ese p r ocesses volve-m ay h elp volve-m a k e sch ool en v ir on m en t s m or e con d u cive t o t ea ch in g a n d lea r n in g.

SBTE ca n p lay a n im p or t a n t r ole in em p ow -er in g t ea ch -er s t o sh ift t h eir r oles a n d

in cr ea se t h eir p a r t icip a t ion in sch ool m a n -a gem en t . T h r ou gh SBTE , fr -a m ed by m u lt ip le sch ool fu n ct ion s, t ea ch er s ca n d evelop k n ow l-ed ge, con fi d en ce, com m it m en t a n d com p e-t en ce lea d in g, id ea lly, e-t o im p r oved sch ool p er for m a n ce. In ot h er wor d s, SBTE ca n con t r ibu t e t o m or e effect ive in t er n a l sch ool p er for m a n ce. Ba sed on t h e or ga n iza t ion a l p er -sp ect ive (Bolm a n a n d Dea l, 1991; Ch en g, 1994; Ser giova n n i, 1984), t h e con t r ibu t ion of SBTE t o sch ool st r a t e gic m a n a gem en t p r ocesses ca n b e d iv id ed in t o fi ve d iffer en t fu n ct ion s: t h e t ech n ica l fu n ct ion , t h e h u m a n fu n ct ion , t h e p olit ica l fu n ct ion , t h e cu lt u r a l fu n ct ion ‘...a s th e fu n ction s of sch ools b ecom e m ore com p lex , a d m in istra

(5)

[ 8 4]

a n d t h e ed u ca t ion a l fu n ct ion (Ta ble II). T h is cla ssifi ca t ion fi t s n ea t ly w it h t h e m or e gen -er a l sch ool fu n ct ion s d iscu ssed ea r li-er. E a ch fu n ct ion of SBTE ca n con t r ibu t e t o t h e st r a t egic m a n a gem en t p r ocess in t er m s of en v ir on -m en t a n a ly sis, p la n n in g a n d st r u ct u r in g, st a ffin g a n d d ir ect in g, a n d m on it or in g a n d eva lu a t in g.

Technical function of SBTE

T h e t ech n ica l fu n ct ion of SBTE r efer s t o t h e con t en t a n d a ct iv it ies of t ea ch er ed u ca t ion w h ich ca n p r ov id e t h e n ecessa r y t ech n ica l su p p or t for t ea ch er s t o p la n , or ga n ize, coor d in a t e a n d im p lem en t t ea ch in g a n d lea r n -in g a ct iv it ies -in t h e sch ool. Tea ch er s a r e em p ow er ed t o m a n ip u la t e st r a t e gies a n d sit u a t ion s t o en su r e op t im u m t ea ch in g a n d lea r n in g effect iven ess. T h e t ech n ica l fu n ct ion of SBTE for st r a t e gic m a n a gem en t in sch ool ca n b e exp la in ed a s follow s.

Enviro nme ntal analysis

T h r ou gh t h e a ct iv it ies of SBTE , t ea ch er s ca n lea r n t h e t ech n iq u es for a n a ly sin g t h e sch ool sit u a t ion , id en t ify in g t h e p r oblem s or n eed s of t h e sch ool a n d ga t h er in g in for m a t ion a b ou t t h e ext er n a l a n d in t er n a l in fl u en cin g fa ct or s.

Planning and struc turing

In SBTE a ct iv it ies, t ea ch er s ca n lea r n h ow t o r efl ect on t h e fi n d in gs of en v ir on m en t a l a n a ly sis a n d cla r ify exist in g va lu es a n d b eliefs, d evelop sch ool m ission a n d goa ls, a n d est a blish p r ogr a m m es, p olicies a n d p r oced u r es. Tea ch er s ca n a lso exp er ien ce t ech -n iq u es t o m a xim ize effect ive-n ess a -n d effi-cien cy in p la n n in g h u m a n r esou r ces for sch ool m a n a gem en t a n d p r ogr a m m e im p le-m en t a t ion . SBTE ca n h elp t ea ch er s t o en su r e r ole cla r it y a n d a ccou n t a b ilit y in t h e or ga n i-za t ion a l st r u ct u r e.

Staffing and dire c ting

SBTE a ct iv it ies oft en in clu d e st a ff in d u ct ion , job or ien t a t ion or t r a in in g t h a t ca n h elp t ea ch er s t o im p lem en t p r ogr a m m es effec-t ively. Tea ch er s lea r n effec-t o a cce p effec-t m ea n in gfu l

r esp on sib ilit ies a n d u se t h eir d iscr et ion in ca r r y in g ou t wor k a ct iv it ies, h a n d lin g p r ob -lem s a n d m a k in g im p or t a n t d ecision s t o com p let e t h eir t a sk s a n d a t t a in sch ool goa ls. T h e p r ocess of SBTE ca n p r ov id e op p or t u n i-t ies for i-t ea ch er s i-t o cla r ify r ole r esp on sib ili-t ies a n d wor k d ir ecili-t ion s, a n d a p p r op r ia ili-t ely co-or d in a t e a n d com m u n ica t e w it h ot h er sch ool m em b er s in a r ea s su ch a s p r ogr a m m e im p lem en t a t ion .

Mo nito ring and e valuating T h r ou gh SBTE , t ea ch er s ca n lea r n

t ech n iq u es for a ssessin g sch ool p er for m a n ce. Tea ch er s u t ilize va r iou s in d ica t or s a ccor d in g t o t h e sch ool p la n s, p r ogr a m m e p la n s a n d in d iv id u a l d evelop m en t s. T h ey ca n a lso b ecom e in volved in con d u ct in g sch ool-b a sed eva lu a t ion a n d a p p ly in g r esu lt a n t fi n d in gs t o d evelop m ech a n ism s for con t in u ou s im p r ovem en t .

Human function of SBTE

T h e h u m a n fu n ct ion of SBTE r efer s t o t h e con t r ibu t ion of SBTE t ow a r d s en h a n cin g t ea ch er s’ sa t isfa ct ion , com m it m en t , p er son a l gr ow t h a n d in t er p er son a l r ela t ion sh ip s. Act iv it ies m ay in clu d e wor k sh op s on socia l sk ills, t ea m bu ild in g, m en t or in g or ca r eer cou n sellin g. T h ese sk ills a im t o in cr ea se colla b or a t ion , wor k sa t isfa ct ion a n d p r ofession a l d evelop m en t (H a ck m a n , 1987). Sp ecifi -ca lly, t h e h u m a n fu n ct ion of SBTE for t h e st r a t e gic m a n a gem en t p r ocess is a s follow s. Enviro nme ntal analysis

T h r ou gh SBTE , t ea ch er s ca n d evelop a p osi-t ive clim a osi-t e a n d m or e op en in osi-t er p er son a l r ela t ion sh ip s. T h ese en cou r a ge m or e op en r efl ect ion on t h e p r oblem s a n d n eed s of t h e sch ool, a n d gr ea t er p a r t icip a t ion in a n a ly sis of en v ir on m en t a l im p a ct s on t h e sch ool’s fu t u r e.

T h e a ct iv it ies of SBTE ca n en cou r a ge t ea ch -er s t o p a r t icip a t e a ct ively in est a blish in g sch ool m ission a n d goa ls. T h r ou gh in volve-m en t in p la n n in g, t ea volve-m sp ir it a n d a sh a r ed Table II

Clas s ific atio n o f SBTE c o ntributio n to the s trate gic manage me nt pro c e s s

M ulti-functions of SBTE

Technical Human Political Cultural Educational

Strategic management process function function function function function

(6)

sen se of ow n er sh ip a r e m or e lik ely t o d evelop. In a d d it ion , p la n n in g a ct iv it ies ca n d ou ble a s SBTE op p or t u n it ies a n d h elp t ea ch er s t o lea r n , gr ow a n d d evelop.

Sim ila r ly, SBTE h elp s t ea ch er s t o u n d er st a n d t h e im p or t a n ce of p a r t icip a t ion a n d solid in t er p er son a l r ela t ion sh ip s t h r ou gh t h e p r ocess of st a ffin g a n d d ir ect in g. T h r ou gh SBTE , t ea ch er s ca n d evelop con fi d en ce a n d com m it m en t t o fa ce ch a llen ges a r isin g fr om ch a n ges in p er son n el a d ju st m en t s a n d fl u ct u a t ion . St a ffin g a n d d ir ect in g a ct iv it ies t h em -selves ca n b e p er ceived a n d or ga n ized a s im p or t a n t com p on en t s of SBTE .

Mo nito ring and e valuatio n

SBTE ca n en h a n ce t ea ch er s’ u n d er st a n d in g of t h e r ole of m on it or in g a n d a ssessm en t t o t h e d evelop m en t of h u m a n r esou r ces in t h e sch ool. F u r t h er u n d er st a n d in g ca n h elp elim -in a t e t ea ch er s’ t r a d it ion a l r esist a n ce t o p r ocesses su ch a s t ea ch er a p p r a isa l. Wit h t h e su p p or t of a p p r op r ia t e SBTE a ct iv it ies, p er -for m a n ce a p p r a isa l ca n b e con ce p t u a lized m or e ea sily a s a for m a t ive p r ocess for t ea ch -er s’ p r ofession a l gr ow t h a n d d evelop m en t .

Political function of SBTE

Accor d in g t o t h e p olit ica l p er sp ect ive, con -fl ict s, com p et in g in t er est s a n d d isp u t es over r esou r ce a lloca t ion a r e in ev it a ble in sch ools (Bolm a n a n d Dea l, 1991). SBTE ca n con t r ibu t e t o con fl ict r esolu t ion a m on g t ea ch er s or va r i-ou s in t er est gr i-ou p s. Ap p r op r ia t ely d esign ed SBTE a ct iv it ies ca n h elp t ea ch er s t o u n d er -st a n d t h a t t h e con fl ict ca n h ave con -st r u ct ive a s w ell a s d est r u ct ive effect s. Con fl ict w ill a lw ay s b e a p a r t of or ga n iza t ion a l life; t h er e-for e, it is im p or t a n t t o su p p or t t ea ch er s t h r ou gh SBTE t o gea r con fl ict con st r u ct ively (Covey, 1989; Tjosvold , 1992). P osit ive p olit ics m ay evolve w h en t ea ch er s a n d ot h er a d m in is-t r a is-t or s ca n selecis-t a cis-t ion s is-t h a is-t a p p ea l is-t o h igh er m ot ives a n d h igh er st a ges of m or a l ju d gem en t (Block , 1987). T h r ou gh SBTE , t ea ch er s ca n r ecogn ize a sh a r ed v ision t h a t t h ey m u st wor k t oget h er t o cr ea t e a b et t er sch ool (Tjosvold , 1992). Sp ecifi ca lly, t h e p olit i-ca l fu n ct ion of SBTE for st r a t e gic m a n a ge-m en t ca n b e su ge-m ge-m a r ized a s follow s. Enviro nme ntal analysis

SBTE ca n r a ise aw a r en ess of en v ir on m en t a l im p a ct s on t h e sch ool a n d p r om ot e solid a r it y w h en fa ced w it h ext er n a l or in t er n a l ch a l-len ges. Tea ch er s lea r n t o b a la n ce a n d in t e-gr a t e t h e d iver se in t er est s a m on g sch ool con st it u en cies t h r ou gh id en t ify in g t h e st r en gt h s, w ea k n esses, op p or t u n it ies a n d

t h r ea t s t o t h e sch ool. T h r ou gh SBTE a ct iv t ies, t ea ch er s ca n a ch ieve a p p r op r ia t e a t t i-t u d es a n d sk ills i-t o fa cilii-t a i-t e i-t h e r esolu i-t ion of con fl ict s a r ou sed in t h e p r ocess of en v ir on -m en t a l a n a ly sis in a “w in -w in ” -m a n n er. Planning and struc turing

Aga in , t ea ch er s ca n lea r n t o a d op t a con st r u ct ive v iew of con fl icct in p la n n in g a n d sct r u cct u r -in g for sch ool d evelop m en t . T h ey ca n a lso b e en cou r a ged t o u n d er st a n d t h a t d iver sit y ca n b e a n im p or t a n t a sset if m a n a ged sen sibly. T h r ou gh SBTE , t ea ch er s d evelop a b a sic u n d er st a n d in g of com m on in t er est s in t h e p r ocess of goa l for m u la t ion , cu r r icu lu m d evelop m en t a n d r esou r ce a lloca t ion . T h ey a t t em p t t o m in im ize t h e d est r u ct ive con fl ict s b et w een p r ogr a m m es in p la n n in g a n d b et w een r oles in st r u ct u r in g.

T h e a ct iv it ies of SBTE ca n h elp t ea ch er s t o bu ild con fi d en ce a n d com p et en ce t o a ch ieve con sen su s in st a ffin g a n d or ga n izin g. P r o-gr a m m e con solid a t ion a n d con o-gr u en ce a r e en cou r a ged t h r ou gh colla b or a t ion a m on g st a ff.

Mo nito ring and e valuating

T h er e is oft en r esist a n ce t o t h e m on it or in g a n d eva lu a t in g of t ea ch er a n d sch ool p er for -m a n ce. Su ch r esist a n ce oft en for -m s block a ges t o t h e im p lem en t a t ion of eva lu a t ion a n d a p p r a isa l sy st em s (Ch en g a n d N g, 1991). SBTE ca n b e t h e veh icle for h elp in g t ea ch er s t o u n d er st a n d t h e for m a t ive r ole of eva lu a t ion a n d t o m in im ize r esist a n ce t o t h e gr ow -in g t r en d t ow a r d s q u a lit y a ssu r a n ce -in sch ools.

Cultural function of SBTE

T h e cu lt u r a l fu n ct ion of SBTE r efer s t o t h e con t r ibu t ion of SBTE t o t h e d evelop m en t of a st r on g a n d p osit ive sch ool cu lt u r e w h ich ca n sh a p e t ea ch er s’ b eliefs, va lu es, a t t it u d es a n d b eh av iou r s, a n d en cou r a ge t h em t o p u r su e in cr ea sed in d iv id u a l a n d sch ool effect iven ess (Bolm a n a n d Dea l, 1991; Ch en g, 1989, 1993b ; Ser giova n n i, 1984). T h r ou gh SBTE ’s cu lt u r a l fu n ct ion , t ea ch er s’ a t t en t ion ca n b e focu sed on w h a t is im p or t a n t a n d ca n p r om ot e t h e en d u r in g va lu es a n d b eliefs w h ich p r ov id e t h e sch ool w it h it s u n iq u e id en t it y. T h e con -t r ibu -t ion of -t h e cu l-t u r a l fu n c-t ion of SBTE -t o st r a t e gic m a n a gem en t is su m m a r ized b elow. Enviro nme ntal analysis

(7)

[ 8 6]

sen se of t h e sch ool’s p osit ion in t h e en v ir on -m en t .

SBTE p r ov id es op p or t u n it ies for t ea ch er s t o r efl ect on w h a t is m ost im p or t a n t t o t h e sch ool’s fu t u r e. T h e p r ocess of d evelop in g t h e sch ool m ission , goa ls a n d a ct ion p la n s sh ou ld b e in it self a SBTE op p or t u n it y for t ea ch er s t o d evelop sh a r ed m ea n in gs, va lu es a n d v ision for t h e sch ool a n d t ea ch er s. T h e SBTE ’s cu l-t u r a l fu n cl-t ion ca n h elp l-t o r a ise l-t ea ch er s’ level of aw a r en ess a b ou t t h e sch ool goa ls t h a t t r a n -scen d t h eir ow n self-in t er est s (Ba ss, 1985). Staffing and dire c ting

SBTE a ct iv it ies ca n a r t icu la t e t h e m ea n in gs of p r ofession a l gr ow t h a n d d evelop m en t of t ea ch er s. T h e p r ocess of st a ffin g a n d d ir ect -in g ca n b e con ce p t u a lized a n d or ga n ized a s a n im p or t a n t SBTE op p or t u n it y for t h e d evel-op m en t of sch ool cu lt u r e.

Wit h t h e su p p or t of SBTE , t h e m ea n in g a n d im p or t a n ce of m on it or in g a n d eva lu a t ion t o t h e sch ool’s fu t u r e d evelop m en t ca n b e a r t icu la t ed t o t ea ch er s, a n d t h e va licu e of t h e con t in -u o-u s lea r n in g in h er en t in s-u ch eva l-u a t ion ca n b e em p h a sized . Tea ch er s’ a t t en t ion ca n b e focu sed on w h a t is m ost im p or t a n t t o t h e sch ool’s d evelop m en t .

Educational function of SBTE

T h e m a in r ole of t ea ch er s is t o im p r ove lea r n -in g a n d t ea ch -in g. Tea ch -in g q u a lit y -in ev it a b ly d e p en d s on t ea ch er s’ p r ofession a l d evelop m en t , t h e lea r n in g en v ir on m en t a n d cu r r icu lu m im p r ovem en t . As t h e ext er n a l a n d in t er n a l ed u ca t ion a l en v ir on m en t ch a n ges, t ea ch -er s m ay n ot b e em p ow -er ed t o a d a p t t o t h e ch a n ge. T h r ou gh SBTE , t ea ch er s ca n d ee p en t h eir u n d er st a n d in g of ed u ca t ion a l p r ocesses, d ia gn ose ed u ca t ion a l p r oblem s, im p r ove t ea ch in g st r a t e gies, d evelop n ew t ea ch in g com p et en ces, co-op er a t e w it h collea gu es a n d ot h er p r ofession a ls, a dva n ce p r ofession a l k n ow led ge, d evelop n ew cu r r icu la t o m eet st u d en t s’ n eed s a n d sch ool goa ls, a n d im p r ove t h e lea r n in g en v ir on m en t for st u -d en t s. In ot h er wor -d s, t h e e-d u ca t ion a l fu n c-t ion of SBTE is d ir ecc-t ly r eleva n c-t c-t o c-t ea ch er s’ m a jor t a sk of im p r ov in g t ea ch in g a n d lea r n -in g. T h e ed u ca t ion a l fu n ct ion of SBTE a lso con t r ibu t es t o lon g-t er m sch ool d evelop m en t a n d in st r u ct ion a l effect iven ess.

Enviro nme ntal analysis

SBTE ca n h elp t ea ch er s t o b ecom e aw a r e of t h e socia l, econ om ic, t ech n ologica l a n d p olit i-ca l ch a n ges w h ich a ffect ed u i-ca t ion a n d t h eir

a p p r oa ch es t o t ea ch in g. T h r ou gh SBTE , t ea ch er s ca n d evelop t h e com p et en ce t o id en -t ify -t h e s-t r en g-t h s, w ea k n esses, op p or -t u n i-t ies a n d t h r ea t s of t h e sch ool’s ed u ca t ion a l p r ocess a n d a lso t o r ecogn ize t h eir ow n a n d st u d en t s’ ed u ca t ion a l n eed s.

SBTE h elp s t ea ch er s t o en su r e t h e d evelop -m en t of sch ool p la n s a n d in st r u ct ion a l p r o-gr a m m e p la n s w h ich r ela t e closely t o sh a r ed ed u ca t ion a l goa ls. Tea ch er s ca n lea r n t o m a x-im ize op p or t u n it ies for st u d en t lea r n in g a n d st a ff d evelop m en t t h r ou gh a p p r op r ia t e or ga -n iza t io-n a l a r r a -n gem e-n t s a -n d st r u ct u r es. Staffing and dire c ting

SBTE ca n em p ow er t ea ch er s t o en su r e st a ffin g m eet s t h e ed u ca t ion a l n eed s of in st r u ct ion a l p r ogr a m m e p la n s a n d t o m a xi-m ize h u xi-m a n r esou r ces for st u d en t lea r n in g, cu r r icu lu m d evelop m en t a n d in st r u ct ion a l im p r ovem en t . Also SBTE m ay b e a n im p or -t a n -t m ea n s of d ir ec-t in g -t ea ch er s’ -t ea ch in g effor t s a n d in it ia t ive t o t h e p r ofession a l d evelop m en t of st a ff a n d t h e lea r n in g effec-t iven ess of seffec-t u d en effec-t s.

T h e SBTE p r ogr a m m e ca n st r en gt h en t ea ch -er s’ b eliefs a n d sk ills for u sin g t h e fi n d in gs of t ea ch in g eva lu a t ion a n d su p er v ision t o im p r ove in st r u ct ion a l p r ocess a n d st a ff d evelop m en t . T h e SBTE a ct iv it ies ca n h elp t ea ch er s t o b ecom e fa m ilia r w it h r ecen t d evelop -m en t s of ed u ca t ion a l eva lu a t ion a n d t h eir a p p lica t ion s for en h a n cin g ed u ca t ion a l effec-t iven ess. Recen effec-t ly effec-t h er e h a s b een a seffec-t r on g em p h a sis on u sin g t h e t ech n ology of ed u ca -t ion a l in d ica -t or s -t o m on i-t or a n d im p r ove -t h e t ea ch in g p r ocess a n d ed u ca t ion a l ou t com es. SBTE ca n p r ov id e t h e n ecessa r y t ech n ica l su p p or t t o t ea ch er s.

Conclusion

(8)

d evelop m en t , t h e em p h a ses of SBTE on t h ese fu n ct ion s a n d levels m ay b e d iffer en t . It is n ecessa r y t o d evelop a lon g-t er m , b a la n ced a n d in t e gr a t ive SBTE p r ogr a m m e if t h e sch ool w a n t s t o b e effect ive in m u lt ip le fu n ct ion s fr om ct h e in d iv id u a l level ct o in ct er n a -t ion a l level. An ign or a n ce of m u l-t ip le sch ool fu n ct ion s m ay lim it t h e effect iven ess of SBTE .

F r om a n or ga n iza t ion -w id e p er sp ect ive, SBTE a lso in clu d es m u lt i-fu n ct ion s. T h ese fu n ct ion s of SBTE ca n con t r ibu t e t o t h e st r a t e gic m a n a gem en t p r ocess w h ich , in t u r n , ca n fa cilit a t e sch ool d evelop m en t a n d en h a n ce lon g-t er m sch ool effect iven ess. A t h or ou gh u n d er st a n d in g of t h e m u lt i-fu n c-t ion s of SBTE is n ecessa r y for effecc-t ive d esign a n d im p lem en t a t ion of t h e con t en t a n d a ct iv i-t ies of i-t ea ch er ed u ca i-t ion in sch ool. A solid aw a r en ess of t h e m u lt i-fu n ct ion s of SBTE a n d a n a p p r op r ia t e b a la n ce in d esign in g SBTE p r ogr a m m es m ay h elp t o m a xim ize t h e b en e-fi t of SBTE a ct iv it ies for t ea ch er effect iven ess a n d sch ool d evelop m en t .

T h e fi ve m u lt i-fu n ct ion s of sch ools a t fi ve levels, a n d t h e fi ve m u lt i-fu n ct ion s of SBTE w it h in t h e sch ool or ga n iza t ion p r op osed in t h is p a p er p r ov id e a com p r eh en sive fr a m e-wor k for p r a ct it ion er s a n d r esea r ch er s t o u n d er st a n d t h e com p lex n a t u r e a n d p ot en t ia l con t r ibu t ion of SBTE . T h e fr a m ewor k m ay b e u sed t o gu id e t h e d esign a n d im p lem en t a t ion of SBTE . Also, b a sed on t h is fr a m ewor k , d if-fer en t r esea r ch con ce p t ion s a n d q u est ion s ca n b e gen er a t ed for in vest iga t ion . T h e fol-low in g a r e som e exa m p les:

• t o in vest iga t e t h e st r en gt h s a n d w ea k n esses of exist in g t ea ch er ed u ca t ion p r a ct ices (in clu d in g ext er n a l t y p es a n d sch ool-b a sed t y p es) in t er m s of p er for m in g t h e fi ve m u lt i-fu n ct ion s of sch ool a t t h e fi ve levels; • t o exp lor e h ow SBTE ca n b e d esign ed , m a n

-a ged -a n d im p lem en t ed t o su p p or t t e-a ch er s a n d t h e sch ool effect ively t o p er for m t h ese sch ool fu n ct ion s;

• t o st u dy t h e p ot en t ia l d ilem m a s w h en d esign in g a n d im p lem en t in g SBTE t o a ch ieve a n d m a xim ize m u lt i-fu n ct ion s w it h in sch ool or ga n iza t ion ;

• t o in vest iga t e t h e r ela t ion sh ip b et w een sch ool lea d er sh ip a n d m a xim izin g t h e m u lt i-fu n ct ion s of SBTE ;

• t o exp lor e t h e d evelop m en t of SBTE ’s m u lt i-fu n ct ion s w it h in sch ool or ga n iza t ion a n d t h e evolu t ion of sch ool cu lt u r e;

• t o st u dy t h e im p a ct s of d iffer en t SBTE p r o-gr a m m es w it h d iffer en t em p h a ses on m u lt i-fu n ct ion s on t ea ch er p er for m a n ce a n d st u d en t ou t com es, et c.

T h e fi n d in gs of t h ese st u d ies m ay h ave fu r -t h er im p lica -t ion s for -t h e d evelop m en -t of -t h e t h eor y a n d p r a ct ice of SBTE .

Alt h ou gh t h e fr a m ewor k is obv iou sly in it s p r elim in a r y d evelop m en t a l st a ge, w e h op e ou r in it ia l id ea s p r ov id e a st a r t in g p oin t t o st im u la t e t h e d evelop m en t of r esea r ch on SBTE fr om t h e p er sp ect ive of m u lt i-fu n ct ion s a n d fa cilit a t e it s effect ive im p lem en t a t ion in b ot h loca l a n d in t er n a t ion a l con t ext s.

References

Ap p le, M. (1982), Cu ltu ra l a n d E con om ic R ep r od u c-tion in E d u ca c-tion, Rou t led ge & Ke ga n P a u l, Lon d on .

Ba r t h , R.S. (1988), “Sch ool: a com m u n it y of lea d -er s”, in Lieb -er m a n , A. (E d .), B u ild in g a Pr o-fession a l Cu ltu re in S ch ools, Tea ch er s Colle ge P r ess, N ew Yor k , N Y.

Ba ss, B.M. (1985), L ea d ersh ip a n d Per for m a n ce b eyon d E x p ecta tion s, F r ee P r ess, N ew Yor k , N Y.

Bea r e, H . a n d Sla u gh t er, R. (1993),E d u ca tion for th e T w en ty-fi rst Cen tu r y,Rou t led ge, Lon d on . Bla ck led ge, D. a n d H u n t , B. (1985), S ociologica l

In ter p reta tion s of E d u ca tion, Cr oom H elm , Syd n ey.

Block , P. (1987), T h e E m p ow ered M a n a ger: Positiv e Politica l S k ills a t W ork, J ossey -Ba ss, Sa n F r a n cisco, CA.

Bolm a n , L.G. a n d Dea l, T.E . (1991), R efra m in g Orga n iz a tion s, J ossey -Ba ss, Sa n F r a n cisco, CA.

Ca ldw ell, B.J . a n d Sp in k s, J . (1988), T h e S elfm a n -a gin g S ch ool, F a lm er P r ess, Lew es.

Ca ldw ell, B.J . a n d Sp in k s, J .M. (1992),L ea d in g th e S elf-m a n a gin g S ch ool, F a lm er P r ess, Lew es. Ch en g, Y.C. (1989), “Or ga n isa t ion a l cu lt u r e: d

evel-op m en t of a t h eor et ica l fr a m ewor k for or ga n i-sa t ion a l r esea r ch ”, E d u ca tion J ou r n a l, Vol. 17 N o. 2, p p. 128-47.

Ch en g. Y.C. (1992), “A t h eor y of t ea ch er ed u ca t ion n et wor k ”, (in Ch in ese),E d u ca tion J ou r n a l,

Vol. 20 N o. 1, p p. 17-24.

Ch en g, Y.C. (1993a ), “T h e t h eor y a n d ch a r a ct er is-t ics of sch ool-b a sed m a n a gem en is-t ”, In ter n a -tion a l J ou r n a l of E d u ca -tion a l M a n a gem en t, Vol. 7 N o. 6, p p. 6-17.

Ch en g, Y.C. (1993b ), “P r ofi les of or ga n isa t ion a l cu lt u r e a n d effect ive sch ools”, S ch ool E ffectiv en ess a n d S ch ool Im p r ov em en t: A n In ter n a -tion a l J ou r n a l of R esea rch , Policy, a n d Pra ctice, Vol. 4 N o. 2, p p. 85-110.

(9)

[ 8 8]

Ch en g, Y.C. (1994), “P r in cip a l’s lea d er sh ip a s a cr it ica l in d ica t or of sch ool p er for m a n ce: ev id en ce fr om m u lt i-levels of p r im a r y sch ools”, S ch ool E ffectiv en ess a n d S ch ool Im p r ov em en t: A n In ter n a tion a l J ou r n a l of R esea rch , Policy, a n d Pra ctice, Vol. 5 N o. 3, p p. 299-317.

Ch en g, Y.C. (1995), Fu n ction a n d E ffectiv en ess of E d u ca tion, Wid e P r ess, N ew Yor k , N Y. Ch en g, Y.C. (1996), S ch ool E ffectiv en ess a n d S ch

oolb a sed M a n a gem en t: A M ech a n ism for Dev elop -m en t, F a lm er P r ess, Lon d on .

Ch en g, Y. C. a n d N g, K.H . (1991), “Sch ool or ga n isa -t ion a l ch a n ge--t h eor y, s-t r a -t e gy a n d -t ech n ology, (in Ch in ese), E d u ca tion J ou r n a l, Vol. 19 N o. 2, p p. 133-44.

Ch en g, Y.C. a n d N g, K.H . (1994), “Sch ool m a n a ge-m en t in it ia t ive a n d st r a t e gic ge-m a n a gege-m en t ”, (in Ch in ese), J ou r n a l of Pr im a r y E d u ca tion, Vol. 4 N o. 2, p p. 1-15.

Ch en g, Y.C., a n d Ta m , W.M. (1994), “A t h eor y of sch ool-b a sed st a ff d evelop m en t : d evelop m en t m a t r ix”, E d u ca tion J ou r n a l, Vol. 22 N o. 2, p p. 221-36.

Ch eu n g, W.M. a n d Ch en g, Y.C. (1996), “A m u lt i-level fr a m ewor k for self-m a n a gem en t in sch ool”, In ter n a tion a l J ou r n a l of E d u ca tion M a n a gem en t, Vol. 10 N o.1, p p. 17-29.

Collin s, R. (1971), “F u n ct ion a l a n d con fl ict t h eo-r ies of ed u ca t ion a l st eo-r a t ifi ca t ion ”, A m er ica n S ociologica l R ev iew, Vol. 36, p p. 1002-19. Covey, S.R. (1989), T h e S ev en H ab its of H igh ly

E ffectiv e L ea d ersh ip, Sim on & Sch u st er, N ew Yor k , N Y.

F u lla n , M. (1991), T h e N ew M ea n in g of E d u ca -tion a l Ch a n ge (2n d ed it ion ), Ca ssell, Lon d on . Gir ou x, H . (1981),Id eolog y, Cu ltu re, a n d th e

Pr ocess of S ch oolin g, F a lm er P r ess, Lew es. H a ck m a n , J .R. (1987), “T h e d esign of wor k t ea m s”,

in Lor sch , J .W. (E d .), H a n d b ook of Orga n isa -tion a l B eh a v ior, P r en t ice-H a ll, E n glewood Cliffs, N J , p p. 315-42.

Ser giova n n i, T.J . (1984), “Lea d er sh ip a n d excel-len ce in sch oolin g”, E d u ca tion a l L ea d ersh ip, Vol. 41 N o. 5, p p. 4-13.

T h om a s, R.M. (E d .) (1983), Politics a n d E d u ca tion : Ca ses fr om E lev en N a tion s, P er ga m on , Kid lin gt on .

Tjosvold , D. (1992), T h e Con fl ictp ositiv e Orga n isa -tion : S tim u la te Div ersity a n d Crea te Un ity, Ad d ison -Wesley, Rea d in g, MA.