本研究旨在探討臺北縣國民小學學校行政人員專業發展需求及其影響因素，採用問卷調查法為主要的研究方法，依據預試結果編製「臺北縣國民小學學校行政人員專業發展需求及其影響因素之研究正式問卷」。研究對象以臺北縣國民小學學校行政人員為主，採分層隨機抽樣方法，共計發放606份問卷，回收問卷為526份，有效問卷為506份，回收率為86.80%，可用率為83.50%。資料處理部分以SPSS for Window 12.0 中文套裝軟體為主，採用t 考驗、平均數、標準差、單因子變異分析等方法進行統計。本研究之重要發現如下： 一、學校行政人員專業發展內容需求以「當前教育政策」為最高，而「學校行政知能」相對較低。 二、學校行政人員專業發展實施方式需求以「自我成長」為最高，其次為「學校自辦」與「外部機構辦理」，而「學分學位」相對較低。 三、學校行政人員專業發展需求阻礙因素以「機構阻礙」為最高，其次為「情境阻礙」，而「意向阻礙」相對較低。 四、學校行政人員對專業發展內容需求會因「學歷」、「職務」的不同而有顯著差異。 五、學校行政人員對專業發展實施方式會因「行政工作年資」、「職務」的不同而有顯著差異。 六、學校行政人員對專業發展阻礙因素會因「職務」、「學校規模」、「學校歷史」的不同而有顯著差異。 根據上述研究結論，本研究提出以下建議 一、對主管教育機關的建議 （一）學校行政人員在「當前教育政策」構面感到高度需求，故應列為專業發展的優先課題。 （二）善用多元與系統化的專業發展方式，符合學校行政人員專業發展活動的需求。 （三）建立學校行政人員證照制度，提昇專業能力、促進自我專業發展。 （四）重視學校行政人員專業發展的重要性與需求性，定期調查學校行政人員專業發展需求與問題。 （五）提供學校行政人員參與企業組織或其它非教育組織的專業發展機會。 （六）建立學校行政人員專責進修負責單位，主動規劃學校行政人員專業發展。 二、對學校的建議 （一）各校可以依其地理環境與特色，採策略聯盟的方式，舉辦學校行政人員專業發展活動。 （二）辦理健康與休閒的相關活動，適當紓解學校行政人員壓力與調適身心。 三、對學校行政人員的建議 （一）充實學校行政知能，提升工作效率，以減輕行政工作負擔。 （二）積極主動參與專業發展活動，以符合自身的需求。 四、對未來研究的建議 （一）研究對象方面：可擴大研究樣本。 （二）研究方法方面：可輔以訪談的方式。 （三）研究工具方面：可再進一步改良符合時代需求。 The purpose of this study was to explore elementary school administrators’ needs for professional development and factors affecting their professional development. Survey research methodology was used for data collection. A stratified random sample of 606 school administrators in Taipei county responded to the survey, and received 526 responses. A total of 506 questionnaires could be used, which represented a response rate of 83.50%. All the quantitative data was analyzed by SPSS/12.0 version. Descriptive (frequencies, means, and mean differences), one-way analysis of variance (ANOVA) and inferential (t-tests) statistics were used for the data analysis. The alpha level to determine statistical significance for the differences of the means was set at .05 level of significance. The major research findings were concluded from the study, including: 1.Most of the elementary school administrators reported a high degree of needs for the contents of professional development activities in the “current educational policy” dimension. 2.Most of the elementary school administrators reported a high degree of needs for the implementation of professional development activities in the “self-taught” dimension. 3.Factors affecting school administrators’ motivation for professional development were mostly related to the “organizational barrier” dimension. 4.There were significant differences in elementary school administrators’ needs for contents of professional development based on level of degree and position. 5.There were significant differences in elementary school administrators’ needs for implementation of professional development based on years of administrative experience and position. 6.There were significant differences in elementary school administrators’ barriers of attending professional development activities based on position, scale of school, and history of school. Finally, suggestions based on the above research findings were presented for education authorities, school, school administrators and future researchers.
