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    Title: 新北市國民小學校務評鑑之後設評鑑研究
    Other Titles: A study on the meta-evaluation of institutional evaluation of elementary schools in New Taipei City
    Authors: 蔡誌晴;Ching, Tsai-Chih
    Contributors: 淡江大學教育政策與領導研究所碩士班
    楊瑩;Chan, Ying
    Keywords: Elementary Schools;Institutional Evaluation;Meta-Evaluation;New Taipei City;後設評鑑;校務評鑑;國民小學;新北市
    Date: 2017
    Issue Date: 2018-08-03 14:37:09 (UTC+8)
    Abstract: 本研究以問卷調查法為主,文獻探討為輔,旨在針對2013年2月至2017年1月的新北市國民小學校務評鑑進行後設評鑑研究。本研究主要目的有:
    一、瞭解我國國民小學校務評鑑政策之發展沿革。
    二、探討新北市國民小學校評鑑實施之情形。
    三、以教師為對象,針對新北市國民小學校務評鑑進行後設評鑑。
    四、剖析不同背景教師對新北市國民小學校務評鑑看法及感受的差異。
    五、根據研究結果提出建議,以供未來相關政策推行或改革時之參考。
    本研究之問卷調查,採分層立意選樣方式,抽選24所新北市立國民小學之教師為樣本,共發出615份問卷,回收有效問卷505份,有效回收率為82%。
    本研究主要結論如下:
    一、我國國民小學校務評鑑始於1990年代,原以教育部頒布之《國民中小學評鑑實施要點》為依據,現依2013年《教育部督學視導及協助推動重要教育事務要點》積極推廣。
    二、新北市自1999年開始辦理國民小學校務評鑑,2011年起依《新北市政府教育局辦理市立國民中小學校務評鑑實施要點》辦理,2012年開始新北市將國小校務評鑑委由國立臺灣師範大學承辦。
    三、教師對新北市國民小學校務評鑑制度具中高程度之正向支持,對校務評鑑項目及指標之適合度(各向度之指標)構面支持度最高。
    四、教師對國民小學校務評鑑實施的感受,具中等程度的認同。
    五、教師對新北市國民小學校務評鑑制度的看法,會依其年齡、任教身分等而有顯著差異。
    六、教師對新北市國民小學校務評鑑制度的看法,並不依性別、最高學歷、任教年資、兼任行政工作情形、任教學校規模、學校所在行政分區等而有差異。
    七、教師對國民小學校務評鑑實施的感受的認同度,會依其年齡、任教身分、兼任行政工作情形等而有顯著差異。
    八、教師對國民小學校務評鑑實施感受的認同度,並不依因其性別、最高學歷、任教年資、學校規模及學校所在行政分區等之不同而有差異。
    九、就個別構面而言,教師對新北市國民小學校務評鑑制度的看法在部分變項有所差異。
    This study aims mainly, via adopting the methods of questionnaire survey and literature review, to conduct a meta-evaluation of institutional evaluation of elementary schools, which was conducted between February 2013 and January 2017, in New Taipei City.
    The main purposes of this study were:
    1. To analyze the development of policies concerning the institutional evaluation of elementary schools in Taiwan.
    2. To explore the practical operation of institutional evaluation of elementary schools in New Taipei City.
    3. To conduct a meta-evaluations through surveying the teachers in elementary schools in New Taipei City.
    4. To explore the differences in experiences and feeling of teachers with different backgrounds towards institutional evaluation in elementary schools in New Taipei City.
    5. To propose suggestions, based on the findings, useful for the reform of related policies in the future..
    This study, via adopting stratified purposive sampling, 615 teachers of 24 elementary schools were chosen as samples of the questionnaire survey in total, 505 valid questionnaires were analyzed, i.e., the valid response rate was 82%.
    The main conclusions of this study can be summarized as follows:
    1. The institutional evaluation, based on the “Rules of evaluation of elementary schools” was initiated in the 1990s in Taiwan. From 2013 on, the rules had been revised and replaced by rules of “Inspection and assistances in promoting important affairs in schools”.
    2. The institutional evaluation of elementary schools in New Taipei City started in 2011, based on the “Rules of practices conducting institutional evaluation in schools in New Taipei City”, and the National Taiwan Normal University has been assigned as the body responsible for its operation since 2012.
    3. On the whole, teachers in elementary schools in New Taipei City gave their positive support towards the institutional evaluation, and their highest support was on the dimension of items and indicators of evaluation.
    4. Significant differences in teachers’ opinion towards institutional evaluation were found in terms of their age, and teaching status, whilst no significant differences were found in terms of their gender, educational qualifications, years of teaching, administrative positions, school sizes and locations.
    5.Teachers’ perceptions of institutional evaluation varied significantly in terms of their ages, status of teaching, and administrative positions, whilst no significant differences were found in terms of their gender, educational qualifications, years of teaching, administrative positions, school sizes and locations.
    6.Differences in the teachers’ opoinion and perception existed in some individual dimensions.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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