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|Other Titles: ||Research on relationship among school size, school areas, and school effectiveness for elementary schools in four counties and cities in the northern part of Taiwan|
|Authors: ||石佩容;Shih, Pei-rong|
楊朝祥;Yung, Kirby C.
|Keywords: ||學校效能;學校規模;學校區位;School Size;SchoolAreas;School Effectiveness|
|Issue Date: ||2010-01-11 00:21:05 (UTC+8)|
This research aims to discuss the current situations of school size, areas, and effectiveness on elementary schools in four counties and cities in the northern part of Taiwan. The researcher analyzes differences and current situations of teachers’ perspectives and awareness on school effectiveness in terms of teachers’ different backgrounds, school sizes, and school areas. First of all, research structures were established based on literature reviews. The instrument used in this research is the questionnaire. A questionnaire was designed based on related literature review. Collections of questionnaires were analyzed. Finally, based on the analysis of data and discussion, conclusions and suggestions were made to provide educational administration, school administrators, and further researchers.
The research has the following findings. First of all, the awareness of school effectiveness among elementary school educators in four counties and cities in the northern part of Taiwan is in average, particularly the relationship between teachers and students. Next, gender difference does not affect the awareness of overall school effectiveness among elementary school educators in four counties and cities in the northern part of Taiwan. In addition, teachers’ awareness on school effectiveness in terms of administrative communication and coordination, curriculum arrangement, students’ academic performance, students’ behavior, and relationship between parents and schools is different due to their years serving in one school. Furthermore, teachers’ awareness on school effectiveness in terms of principle’s leadership, school environment arrangement, relationship between parents and teachers, teachers’ job satisfaction, students’ behavior, and relationship between parents and schools varies due to their different positions in schools. Moreover, teachers’ awareness on school effectiveness in terms of principle’s leadership, school environment arrangement, curriculum arrangement, teachers’ teaching qualities, and teachers’ job satisfaction differs due to their different educational backgrounds. Finally, different school sizes and areas affect teachers’ awareness on school effectiveness among elementary school educators in four counties and cities in the northern part of Taiwan.
Suggestions based on the above conclusions are provided as follows. The educational administration should adjust school seizes, balance the discrepancies between cities and counties, add the school effectiveness as a required subject in teachers’ training schools and emphasize both theories and practicum, take characteristics of small schools into consideration when making educational reform policies and school supervision system, and establish school effectiveness evaluation criteria and laws to supervise schools to achieve the average standard. Furthermore, the school educators should establish administrative job rotation systems in order to increase the interaction between teachers and administrators, add administrative management, teaching improvement, and curriculum development into principle leadership, get rid of traditional principle leadership in order to establish harmonious communication and policy-making atmosphere, design more teamwork classroom activities in order to reduce low achievement students’ frustration, encourage teachers to achieve professional development in order to strengthen their professional competences. Finally, the further research should be conducted in terms of sampling, variables, research instrument, and methods.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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