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首页> 外文会议>Public management research conference >A TEST OF THE PUBLIC MANAGEMENT MODEL IN DUTCH PRIMARY EDUCATION: THE IMPORTANCE OF ORGANIZATIONAL AND ENVIRONMENTAL CONTEXT
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A TEST OF THE PUBLIC MANAGEMENT MODEL IN DUTCH PRIMARY EDUCATION: THE IMPORTANCE OF ORGANIZATIONAL AND ENVIRONMENTAL CONTEXT

机译：荷兰小学教育公共管理模式的考验：组织和环境背景的重要性

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The present paper tests the relationships in the Meier-O'Toole model of public management on empirical data from a different educational context than Texas school districts, specifically Dutch primary education. Holding constant the sector (education), the design aims to tap managerial influences: (a) at the school principal-level, which is below the top-echelon level of school district superintendents, and (b) in the institutional context of Dutch education policy, which is distinctly different from the U.S. educational system. The survey data include measures for organizational stability, human capital, scope of internally oriented management activities, and managerial networking activities. These data are combined with data on various indicators of school performance, as well as a wide range of control variables that capture school, staff, and pupil characteristics (N = All). Results show that the relations put forward by the model of public management, and found in the Texas context, are also clearly present in the context of Dutch primary education. Human capital and local government networking positively, and significantly, contribute to the average scores of school pupils on standardized tests. Internally oriented management activities positively affect these scores for schools with high administrative intensity. In the Dutch context, the impact of organizational instability is characterized by a strong negative effect of the proportion of part-timers on the average test scores. This effect is moderated by the quality of human capital. Results are discussed with reference to the importance of context in replication designs for testing public management theories.
机译：本论文测试从不同的教育环境比得克萨斯州学区，特别是荷兰的小学教育经验数据公共管理的迈尔 - 奥图尔模型的关系。保持不变的部门（教育），设计旨在挖掘管理的影响：（1）在学校校长级，低于学区督学的顶级梯队的水平，和（b）在荷兰的教育体制环境政策，这是由美国教育系统明显不同。调查数据包括组织稳定的措施，人力资本的内向型管理活动范围和管理网络活动。这些数据结合上的学校表现各种指标的数据，以及宽范围的控制变量捕获学校，工作人员和瞳孔特征（N =所有）的。结果表明，关系提出公共管理的模型，发现在得克萨斯州范围内，也都是在荷兰的初级教育方面明显存在。人力资本和当地政府积极联网和显著，有助于学校学生的标准化考试平均成绩。内向型管理活动产生积极的影响，这些分数学校高强度的管理。在荷兰上下文中，组织不稳定的影响的特征在于兼职的平均测试分数的比例的强烈的负面影响。这种效果是通过人力资本的质量主持。结果，参照上下文的复制设计用于测试公共管理理论的重要性进行讨论。

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