“Principals’ Views on Civic and Parental Participation in School Governance in Switzerland,”by Carsten Quesel, Jasmin Näpfl i, and Patricia A. Buser, 2017, Educational Administration Quarterly, 53(4), 585-615, @ The Author(s).
目的：本研究聚焦於瑞典義務教育階段，學校校長對教育治理中公民及家長參與的看法。瑞典的公共管理改革已倡導實施半自主學校管理，並鼓勵專業領導。因此，學校董事會的傳統角色也開始受到檢視。研究方法：本研究利用行動者為中心的制度主義的理論架構，比較瑞士不同行政區的教育政策樣態，並利用結構方程模式分析校長調查資料。發現：校長對於外部人士對學校治理參與的意見具多樣的面向。校長肯定外部人士對學校事務具有了解、被傾聽以及擔任志工的權利；但對其參與學校決策的部分則持保留的態度。對研究以及實務的啟示：校長傾向對專業判斷的堅持，並反對學校與其社會環境界線的模糊化。這樣的結果可能是校長的一種自我辯解，而非來自中立的觀點，但仍可視為學校治理相關利害者觀點的一種表述，並納入考量。

Purpose: The study is focused on the question of how principals in Swiss compulsory schools evaluate civic and parental participation in education governance. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Thus, the traditional role of school boards has come under scrutiny. Research Methods/Approach: Using the theoretical framework of actor-centered institutionalism, the study compares patterns of education policies in Swiss cantons and analyzes data of a principals’ survey by structural equation modelling. Findings: The views of principals concerning lay participation in school governance reveal a multifaceted picture. Principals affirm lay participation on the levels of the right to be informed, the right to be heard, and the right to volunteer; they regard with skepticism the authority of lay participants to make decisions. Implications for Research and Practice: Principals tend to insist on professional discretion and opt against the blurring of boundaries between schools and their social environment. This implies the self-justifi cation of professional leadership. That such self-justifi cation does not derive from a neutral perspective, but is an expression of stakeholder interests, has to be taken into account.