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    題名: 北部四縣市國民小學學校規模、學校區位與學校校能關係之研究
    其他題名: 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
    作者: 石佩容;Shih, Pei-rong
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    楊朝祥;Yung, Kirby C.
    關鍵詞: 學校效能;學校規模;學校區位;School Size;SchoolAreas;School Effectiveness
    日期: 2007
    上傳時間: 2010-01-11 00:21:05 (UTC+8)
    摘要: 本研究旨在探討北部四縣市國民小學學校規模、學校區位與學校效能現況,比較不同教師背景變項與不同學校規模、區位變項下,教師對學校效能看法及知覺程度之差異與現況分析。首先,蒐集及探討有關本研究之相關文獻,以建立研究架構;其次,在研究工具方面係根據文獻探討編製而成,隨之實施問卷調查研究;待問卷回收後,進行相關統計分析。最後,並根據分析結果,提出本研究之結論與建議。本章依據資料分析與討論結果,歸納出本研究之結論,以供相關教育行政機關、學校行政人員及後續研究者參考。本研究之重要發現為:
    一、多數的北部四縣市國民小學教育人員所知覺到整體學校效能屬中等以上
    程度,其中以師生關係的感受度最高
    二、北部四縣市國民小學教育人員對整體學校效能知覺上,並不因性別之不
    同而有差異
    三、不同服務年資的北部四縣市國民小學教育人員,對行政溝通協調、學校
    課程安排、學生學業表現、學生紀律表現、學校家長關係構面的學校效
    能知覺情形,有顯著差異。
    四、不同職務的北部四縣市國民小學教育人員,在校長領導、校園環境規劃、
    師生關係、教師工作滿意、學生紀律表現和學校家長關係構面上的學校
    效能知覺情形,有顯著差異。
    五、不同學歷的北部四縣市國民小學教育人員,對校長領導、行政溝通協調、
    學校課程安排、教師教學品質、教師工作滿意五個構面的學校效能知覺
    情形,有顯著差異。
    六、北部四縣市國民小學教育人員的學校效能知覺情形,會因學校區位不
    同而有差異。
    七、北部四縣市國民小學教育人員的學校效能知覺情形,因其學校規模不同
    而有差異。
    根據上述研究結論,本研究提出以下之建議:
    一、對教育行政機關的建議
    (一)合理的調整學校班級規模大小
    (二)均衡城鄉的差距
    (三)將學校效能納入師培機構學校的必修科目,並加強探討與現場實務演練
    (四) 制定教改政策及學校視導制度時,考量小型學校之特性
    (五)建立學校效能評量準則與法令,督促鼓勵學校達指標水準
    二、對學校教育人員的建議
    (一)宜建立適當教師行政職務輪調制度,並重視與未兼任行政職務教師的互動
    (二) 行政管理、教學改進、及課程發展為校長領導之主要職責
    (三)去除校長傳統領導方式,營造和諧的溝通與決策氣氛
    (四)教學活動設計儘量採分組方式,降低學習成就低的學生之挫折感
    (五)鼓勵自我進修,強化教育人員專業能力
    (六)加強學校組織成員間的溝通與經驗分享,以提昇學校效能。
    三、對後續研究者的建議
    (一)研究取樣方面:擴大研究範圍。
    (二)研究變項方面:增加變項。
    (三)研究工具及研究方法方面:加入質性研究。
    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.
    顯示於類別:[教育政策與領導研究所] 學位論文

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