高職優質化輔助方案執行成效評估之研究

機構典藏 > College of Education > Master's Program, Graduate Institute of Educational Policy and Leadership > Thesis > Item 987654321/51483

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Title:	高職優質化輔助方案執行成效評估之研究
Other Titles:	A study on the evaluation of the implementation and outcome of high quality assisting programs in vocational high schools
Authors:	劉才儀;Liu, Tsai-yi
Contributors:	淡江大學教育政策與領導研究所碩士在職專班吳明清
Keywords:	高職教育;高職優質化;高職優質化輔助方案;vocational high school;High Quality Assisting Programs;program implementation
Date:	2010
Issue Date:	2010-09-23 15:21:18 (UTC+8)
Abstract:	本研究旨在探討高職教育人員對教育部推動之「高職優質化輔助方案」在學校現場的實施現況、成效以及面臨的困難。本研究根據文獻探討之整理與歸納，然後採用問卷調查法，編製問卷實施調查，以蒐集學校現場的實徵性資料。調查對象為96、97兩個學年度參與「高職優質化輔助方案」執行之74所台灣省國立及私立高職學校校長、主任、組長、專任教師、導師共888人，調查工具為自編之「高職優質化輔助方案執行與成效之意見調查問卷」，問卷回收680份，資料經採用次數分配、百分比、平均數、標準差、t考驗及單因子變異數分析等方法統計分析，獲得以下結論：一、高職教育人員對高職優質化輔助方案內容的認知，包括「目標達成」、「辦理原則具適切性」及「輔助機制有助於執行」，均有高度的認同表現。二、私立高職教育人員對高職優質化輔助方案內容的認知高於公立高職教育人員。三、台灣省東區的高職教育人員對高職優質化輔助方案目標達成及辦理原則具適切性的認同程度，高於台灣省北區的高職教育人員。四、鄉鎮地區之高職教育人員對高職優質化輔助方案內容的認知，明顯高於城市地區的高職教育人員。五、校長對高職優質化輔助方案目標達成的同意程度，高於專任教師；而主任對高職優質化輔助方案目標達成的同意程度，亦高於專任教師。六、高職教育人員在高職優質化輔助方案執行困難中，對經費的限制及作業流程感受程度較深。七、公立高職教育人員對高職優質化輔助方案執行困難之感受，高於私立高職教育人員。八、學校規模在29班以下的高職教育人員對高職優質化輔助方案執行困難之感受程度，高於學校規模在40班以上的高職教育人員。九、台灣省北區的高職教育人員對高職優質化輔助方案執行困難的感受程度，高於台灣省南區的高職教育人員。十、城市地區高職教育人員在高職優質化輔助方案執行困難之感受程度，高於鄉鎮地區的高職教育人員。十一、高職優質化輔助方案9項質化指標中，以「增進學生多元學習表現」為最具成效之質化指標。十二、高職優質化輔助方案15項量化指標，以「提升學校學生證照通過率」為最具成效之量化指標。十三、高職優質化輔助方案可達成之4項整體效益中，以「提升高職辦學品質，增進學生學習成效，彰顯技職教育務實致用之精神」獲得之效益最高。十四、經費合理鬆綁及作業流程簡化是提昇高職優質化輔助方案執行成效的有效方法。基於上述研究發現，本研究提出相關建議，以供教育行政主管機關、受輔助之高職學校與後續研究者參考。 The purpose of this study was to explore the status-quo of school-site implementation, effectiveness and difficulties that vocational high school educators encountered while promoting the “High Quality Assisting Programs in Vocational High Schools” initiated by the Ministry of Education. A questionnaire survey was applied to collect school-site empirical data. The subjects of the survey were principals, directors, section supervisors, full-time teachers, teachers from 74 National and provincial founded and privately founded vocational high schools, participating in the “High Quality Assisting Programs in Vocational High Schools” in 2007 and 2008 academic years, for a total of 888 school educators. Data collected from the 680 returned questionnaires was analyzed by using statistical methods, such as frequency, percentage, mean, standard deviation, t test and ANOVA analysis. Based on data analysis, the following findings were obtained: 1. Vocational high school educators were showing a high level of agreement towards “achieving goals”, “appropriateness of the execution principles” and “supporting mechanisms contribute to implementation” in the content knowledge of the “High Quality Assisting Programs in Vocational High Schools”. 2. Private vocational high school educators had a better understanding of the content of the High Quality Assisting Programs in Vocational High Schools than public vocational high school educators. 3. Educators of vocational high schools in eastern areas of Taiwan showed higher agreement level towards achieving goals and the appropriateness of the executing principles of the High Quality Assisting Programs in Vocational High Schools than educators in northern areas of Taiwan. 4. Educators of vocational high schools in the rural areas had a higher understanding of thecontent of the High Quality Assisting Programs in Vocational High Schools than educators of vocational high schools in the urban areas. 5. School principals had a higher level of agreement in achieving goals of the High Quality Assisting Programs in Vocational High Schools than full-time teachers; while school directors had a higher level of agreement in achieving goals of the High Quality Assisting Programs in Vocational High Schools than full-time teachers. 6. Educators of vocational high schools felt strongly in budgeting limitations and operation procedures of the execution difficulty categories of the High Quality Assisting Programs in Vocational High Schools. 7. Educators of public vocational high schools had a stronger feeling in the execution difficulty categories of the High Quality Assisting Programs in Vocational High Schools than educators of private vocational high schools. 8. Educators of vocational high schools in the school size of less than 29 classes had stronger feeling in the execution difficulty categories of the High Quality Assisting Programs in Vocational High Schools than educators of vocational high schools in the school size of more than 40 classes. 9. Educators of vocational high schools in northern areas of Taiwan had a stronger feeling in the execution difficulty categories of the High Quality Assisting Programs in Vocational High Schools than educators of vocational high schools in southern areas of Taiwan. 10. Educators of vocational high schools in urban areas had a stronger feeling in the execution difficulty categories of the High Quality Assisting Programs in Vocational High Schools than educators of vocational high schools in rural areas. 11. Out of nine quality indicators of the High Quality Assisting Programs in Vocational Schools, “enhance student performance in diversified learning” was the most effective quality indicator. 12. Out of the fifteen quantitative indicators of the High Quality Assisting Programs in Vocational High Schools, “improve students’ certification ratio” was the most effective quantitative indicator. 13. Out of the four overall achievable effectiveness items of the High Quality Assisting Programs in Vocational High Schools, “improve the quality of vocational high school, enhance the effectiveness of student learning, demonstrate the spirit of being pragmatic and practical of vocational high school education” was rated as the most effective. 14. Reasonable relaxing in budgeting, and simplifying operation processes, were the most effective ways to enhance the execution of the High Quality Assisting Programs in Vocational High Schools. Based on the above findings, this study provided relevant suggestions for educational administrative authorities, administrators in the assisted vocational high schools, and the future researchers.
Appears in Collections:	[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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