淡江大學機構典藏:Item 987654321/31128
English  |  正體中文  |  简体中文  |  Items with full text/Total items : 62822/95882 (66%)
Visitors : 4025735      Online Users : 917
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31128


    Title: 臺北縣國民中學初任女性校長與家長會互動關係之研究
    Other Titles: A study on relationship of interaction between Taipei county novice female junior high school principals and parent-teacher association
    台北縣國民中學初任女性校長與家長會互動關係之研究
    Authors: 王美子;Wang, Mei-tzu
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    洪啟昌;Hung, Chi-chang
    Keywords: 國民中學校長;國民中學初任女性校長;家長會;互動;junior high school principal;novice female junior high school principal;Parent-Teacher Association;Interaction
    Date: 2009
    Issue Date: 2010-01-11 00:16:09 (UTC+8)
    Abstract: 本研究旨在探討臺北縣國民中學初任女性校長與家長會互動之關係，係以訪談方式逐步切入訪談主題，採質性研究方法，分別訪問三所分屬大型、中型、小型學校的初任女性校長以及家長會代表。藉由訪談的過程，試圖歸納分析訪談內容，以詮釋本研究擬欲探討之家長會的自我認知、不同性別的校長在互動上的差異以及實際互動經驗的描述等等問題，最後提出結論與建議作為研究參考。
    根據研究目的與訪談內容，本研究綜合分析臺北縣國民中學初任女性校長與家長會互動關係，在初任女性校長部份，有以下四點共識：
    一、家長會在學校教育中的定位是支持與夥伴的角色。
    二、家長參與學校事務的知能不足，參與程度亦有待加強。
    三、性別對校長與家長會的互動影響不明顯。
    四、女性特質在與家長會溝通上具有正面效果。
    在家長會代表部分則有以下四點共識：
    一、家長會在學校事務中的定位是協助與監督的角色。
    二、家長參與校務的情形有待加強。
    三、性別非家長會對校長評價之關鍵。
    四、家長會可彌補女性校長社交手腕之施展限制。
    最後得出之研究結論，分述如下：
    一、學校規模對家長會與初任女性校長的互動關係影響程度有限。
    二、不同學校規模的家長會參與校務的程度均有待加強。
    三、家長會與初任女性校長對家長會的角色定位不同。
    四、家長會對初任女性校長的評價不受性別限制而是取決於專業能力及有助於互動的人格特質。
    五、尊重有助於互動並帶來組織學習成長。
    六、以意見溝通、活動參與、資源互享、合作支持及服務學習為主要互動方式。
    七、互動類型歸納為和諧型、積極型及保守型。
    最後分別對教育行政機關、學校行政、初任女性校長、家長會及未來相關研究提出建議以供參考。
    The study investigates the relationship of interaction between novice female junior high school principals and Parent-Teacher Association (PTA). It approaches the subject gradually by way of interview, adopts qualitative research method, visits novice female principals of 3 scale of schools: large-scaled, medium, small junior high school as well as its’ PTA. According to interview process, the study attempts to summary the analysis of interview content, interprets the self-cognition of PTA, interaction difference in different gender of principals as well as description of actual interaction experience and so on questions by the research. Finally, conclusions and suggestions are made in order to provide reference for future study.
    According to research purposes and interview content, the study analyzes the relationship of interaction between novice female junior high school principals and PTA. For novice female junior high school principals, there are 4 recognitions as below:
    1. The position of PTA in school is the role of support and partner.
    2. Parents do not have enough capacity to participate school activities and have to enhance the degree of participation.
    3. Gender does not make obvious influence for interaction between principals and PTA.
    4. It has positive effect for female characteristics in communication with PTA .
    There are also 4 recognitions for PTA as below:
    1. PTA is the role of assistance and supervision in school activities.
    2. The situation of participating school activities for parents has to be improved.
    3. Gender is not critical point for PTA to evaluate principals.
    4. PTA can make up for female principals in insufficiency of social skill.
    Conclusions of the study are as below:
    1. The influence is limited for the size of school to interaction between novice female principals and PTA .
    2. It has to be improved to participate school activities for PTA that belongs to different scale of schools.
    3. It is different for PTA and novice female principals to annotate the role of PTA.
    4. PTA does not judge female principals by gender; it depends on professional competence and personal characteristics good for interaction.
    5. Respect is good for interaction and it can bring the growth of organizational learning.
    6. Communication of views, participation, resource-sharing, cooperation and service-learning are the main ways of interaction.
    7. There are 3 types of interaction: harmonious type, positive type and conservative type.
    Finally, suggestions are made for educational administration, school administration, novice female principals, Parent-Teacher Association and future research for reference.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

    Files in This Item:

    File SizeFormat
    0KbUnknown231View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback