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    Title: 國民小學行政團隊與教師會及家長會互動關係之研究-以臺北縣三重區為例
    Other Titles: The interaction among the administrative unit, teachers' association, and the parent-teacher organization in the elementary schools: a study of the schools in Sanchong district, Taipei county
    Authors: 陳有文;Chen, You-wen
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    楊國賜;Yang, Kuo-shih
    Keywords: 行政團隊;教師會;家長會;互動關係;school administrative unit;teachers’association;parent-teacher organization;Interaction
    Date: 2008
    Issue Date: 2010-01-11 00:11:44 (UTC+8)
    Abstract: 「校園金三角」係指學校(含行政)、教師會、家長會三方互動之關係,是近幾年才興起的名詞。說明了家長會的關注力與教師會的成長、茁壯,已賦予校園新的面貌。
    本研究旨在探討台北縣三重區國民小學行政團隊與教師會及家長會互動關係之現況,同時分析三者間之關係,以供行政單位與教師會及家長會之參考。本研究採問卷調查法,以自編「國民小學學校行政團隊與教師會及家長會互動概況問卷」,選取三重區15所國民小學教師會與家長會共發出1175份正式問卷,回收教師會548份、家長會402份,共950份;再搭配訪談校長資料;一併整理、統計及分析,來暸解當前臺北縣三重區國民小學學校行政團隊與教師會及家長會互動關係之現況,並歸納出本研究之結論如下:

    一、教師會和家長會在不同性別的互動現況是「中高」互動程度,為「良好」之互動關係。
    二、不同教學年資的教師互動現況是「中高」互動程度,為「頗好」之互動關係。
    三、不同年齡的家長互動現況是「中高」互動程度,為「良善」之互動關係。
    四、教師會和家長會在擔任不同職務的互動現況分別是「高」與「中高」互動程度,為「優良」與「良好」之互動關係。
    五、教師會和家長會在不同教育程度的互動現況為「中高」互動程度,為「頗好」之互動關係。
    六、教師會和家長會在不同學校規模的互動現況為「中高」互動程度,為「良佳」之互動關係。
    七、「校園金三角」,都要以學生學習利益為出發點,教師會和家長會都是學校的夥伴。
    八、「校園金三角」都能互相了解,教師會與家長會了解行政立場,行政在為我們做些什麼,行政也了解教師會與家長會提出的建議或是想法。
    九、「校園金三角」對於法令和價值觀有塑造一個正確的組織承諾,學校應該是要向上提昇的,要更卓越,更好。
    十、「校園金三角」最佳的互動關係是對等關係,不斷透過活動,最重要的核心就是彼此要有尊重、合作、民主的方式。
    十一、「校園金三角」互動關係,就是能建立為夥伴關係,彼此信任的關係,能夠增進學生利益為考量,三者均有教育的目標與共識,那互動絕對是最好且最優的關係。
    根據前述研究發現與結論,提出若干建議事項,以供日後教育單位與未來研究者參考。
    The “golden triangle of campus” is a new term, which refers to trilateral interaction among the teachers’ association, parent-teacher organization and school administrative unit. That says that the concern about the school from the parent-teacher organization and the growth and prosperity of teachers’ association have embodied the new appearances of school.
    The research aims at the current status of the interaction among the administrative unit, teachers’association and parent-teacher organization of the elementary schools in Sanchong Shih, Taipei County. Besides, through the analysis of the relations among the administrative unit, teachers’ association and parent-teacher organization, the results of the study can be proposed as references for the administrative unit, teachers’ association and parent-teacher organization.
    A structured questionnaire survey was conducted in 15 elementary schools in Sanchong Shih. The research tool is edited by the researcher: “The questionnaire of current status of interaction among the administrative unit, teachers’ association and parent-teacher organization.” 1175 questionnaires were distributed and 950 were retrieved, 548 were from members of teachers’ association and 402 were from members of parent-teacher organization. In addition to the questionnaires, supportive information from interviews with principles was also employed as the analytic and statistic data to realize the current status of the interaction among he administrative unit, teachers’ association and parent-teacher organization. The results of the research are as follows:
    1. The interaction between teachers’ association and teacher-parent organization of different genders is high-intermediary level, it is pretty good interaction.
    2. The interaction between teachers of different years of teaching years is high-intermediary level, it is pretty good interaction.
    3. The interaction within teacher-parent organization of different ages is high-intermediary level, it is pretty good interaction.
    4. The interaction between members of teachers’ association and teacher-parent organization in different position is high and high-intermediary level; they are excellent and pretty good interactions.
    5. The interaction between teachers’ association and teacher-parent organization of different education background is high-intermediary level, it is pretty good interaction.
    6. The interaction between teachers’ association and teacher-parent organization in different scale of school is high-intermediary level, it is pretty good interaction.
    7. To achieve the “golden triangle of campus”, we must take care of the students’ advantages; since school administrative unit and teachers’ association are associators in education.
    8. In the “golden triangle of campus”, teachers’ association and teacher-parent organization realize the stance of school administrative unit; they know what they’re working on for the school. Meanwhile, the school administrative unit also understands the suggestions proposed by teachers’ association and teacher-parent organization.
    9. Since the organizational commitment has been made, the “golden triangle of campus” will make the school excellent.
    10. In “golden triangle of campus”, the best interaction is equivalent interaction; the cores of the equivalent interaction are respect, cooperation and democracy.
    11. The purposes of the interaction in the “golden triangle of campus” are to establish partnership, to build consensus and to promote the students’ advantages. While the members in the “golden triangle of campus” have the common goals and consensuses, it would be the best interaction.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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