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首页> 外文期刊>The International Journal of Educational Management >Determinants of school efficiency: The case of primary schools in the State of Geneva, Switzerland
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Determinants of school efficiency: The case of primary schools in the State of Geneva, Switzerland

机译：学校效率的决定因素：瑞士日内瓦州的小学案例

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Purpose - The purpose of this paper is: to measure school technical efficiency and to identify the determinants of primary school performance. Design/methodology/approach - A two-stage data envelopment analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At the second stage, efficiency is regressed on school characteristics and environmental variables. Findings - The mean technical efficiency of schools in the State of Geneva is equal to 93 per cent. By improving the operation of schools, 7 per cent (100-93) of inputs could be saved, representing 17,744,656 Swiss francs in 2010. School efficiency is negatively influenced by: operations being held on multiple sites, the proportion of disadvantaged pupils enroled at the school and the provision of special education, but positively influenced by school size (captured by the number of pupils). Practical implications - Technically, the determinants of school efficiency are outside of the control of headteachers. However, it is still possible to either boost the positive impact or curb the negative impact. In the context of the State of Geneva, the policy-related implications of the current study could be summarized as follows. New schools or existing multi-site schools should be concentrated on common sites; if this is not possible, the use of information and communication technology in school management and teaching should be developed and encouraged. In order to correct the negative influence of disadvantaged pupils on school performance, policymakers should focus on related social policies, such as pre-school, health, housing and benefits policies, rather than on allocating additional resources to schools. Finally, with an average of 381 pupils per school, school size could be increased to maximize school efficiency. Originality/value - Unlike most similar studies, the model in this study is tested for multicollinearity, heteroskedasticity and endogeneity. It is therefore robust. Moreover, one explanatory variable of school efficiency (operations being held on multiple sites) is a truly original variable as it has never been tested so far.
机译：目的-本文的目的是：衡量学校的技术效率，并确定小学成绩的决定因素。设计/方法/方法-对学校效率进行了两阶段的数据包络分析（DEA）。在第一阶段，采用DEA计算每所学校的个人效率得分。在第二阶段，效率根据学校的特征和环境变量进行回归。调查结果-日内瓦州学校的平均技术效率等于93％。通过改善学校的运营，2010年可以节省7％（100-93）的投入，相当于17,744,656瑞郎。学校的效率受到以下方面的负面影响：在多个地点开展的活动，在学校学习的弱势学生的比例学校和特殊教育的提供，但受到学校规模（受学生人数的影响）的积极影响。实际意义-从技术上讲，学校效率的决定因素不在校长的控制范围之内。但是，仍然有可能增强正面影响或遏制负面影响。在日内瓦国的情况下，本研究与政策有关的影响可总结如下。新学校或现有的多站点学校应集中在公共站点上；如果不可能，则应发展和鼓励在学校管理和教学中使用信息和通信技术。为了纠正处境不利的学生对学校成绩的负面影响，政策制定者应着重于相关的社会政策，例如学前教育，保健，住房和福利政策，而不是为学校分配更多资源。最后，每所学校平均有381名学生，可以扩大学校规模以最大程度地提高学校效率。原创性/价值-与大多数相似的研究不同，本研究中的模型经过多重共线性，异方差和内生性测试。因此，它是坚固的。此外，学校效率的一个解释变量（在多个地点进行的操作）是一个真正原始的变量，因为到目前为止尚未进行过测试。

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