單親與非單親家長參與學校教育事務之研究 ----以桃園縣某國小為例

A Study on School Education Activity Involvement of the Singled vs. Coupled Parent ---- Give one Elementary School in Tao-Yuan County as an Example

羅瑄瑋(Hsuan-Wei Lo)

指導教授 ： 紀俊臣 ； 徐學忍

元智大學/管理學院/管理研究所/碩士(2006年)

摘要

本研究旨在瞭解桃園縣某國小不同婚姻狀況家長對於參與學校教育事務的情形，比較單親家長與單親家長看法的差異情形，並深入探討不同婚姻狀況家長在互動內容、參與類型等與其背景因素之關係。研究者採伍鴻麟（民91）的「國小家長參與學校教育事務調查問卷（家長用正式問卷）」，修改文字後以受試學校家長為研究母體，採全體抽樣調查，回收有效問卷1260份，所得資料分別用算數平均數、百分比、T檢定、卡方考驗以及F檢定、多因子變異數分析等統計方法加以分析。
研究發現；桃園縣某國小單親與非單親家長之婚姻狀況與父母職業類別、家庭經濟狀況、父母管教方式有顯著差異，而父母職業類別與經濟狀況有明顯的因果關係。家庭經濟狀況以及母親管教方式直接影響其子女在學校的學業成績以及行為表現。國內外有關家長參與的實徵研究均指出：家長參與學校教育事務的程度與其子女在學校的學業成績以及行為表現有顯著的正相關，在受試學校中亦呈現相同的現象，但對於以學校本位的家長參與，單親與非單親家長無明顯差異；對於以家庭為本位的家長參與（親職實踐以及家中的學習），單親與非單親家長則表現出明顯的差異。
在親師互動方面，單親家長對於親師互動的頻率需求明顯比非單親家長迫切，對其子女的行為表現更是表示高度關切；對於親師聯繫的方式，全體家長則一致認為聯絡簿及電話溝通是最有效且被選擇經常採用。在家長滿意度及參與態度方面：單親與非單親家長對於學校重視家長參與的滿意度沒有差別，這與全體家長覺知教師態度持正向肯定結果相同；在參與的態度方面，單親家長的重視態度明顯低於非單親家長。至於家長參與的阻礙因素，全體家長認為時間、能力的不足以及不清楚參與管道、方式是最主要的原因。根據上述發現，提出下列建議：
一、對教育主管機關方面：1.能從政令的宣導、大眾傳播媒、建立支持系統，協助不同家庭結構的家庭，關注子女的教育問題。2.訂定有關家長參與的明確法令，保障弱勢家庭參與子女學校教育之權利。3.提供在職訓練以提昇教師及行政人員與家長合作的技能。
二、對學校行政方面：1.有效規劃單親家長親職教育方案，以協助其親子關係、管教子女、課業指導之技巧及知能。2.尋求社區資源，建立協助單親家長之支持網絡，營造友善學校氣氛。3.推展家長參與方案時，採「彈性工時」概念、建立完整的資訊系統、使用多元化的溝通管道、提供家長參與學校教育的方法與指導。
三、對國小教師方面：1.對單親家長採取主動且較多的聯繫，引導單親家長重視參與之態度，提昇父母家庭本位參與之意願及能力。2.培養與與家長共事之能力；善用聯繫簿並採多元的方式與家長溝通。3.建立家長「教育合夥人」的正確概念。

關鍵字

單親 ； 非單親 ； 家長參與學校教育事務 ； 親師互動 ； 家長參與類型 ； 家長參與困境

並列摘要

This research aims to understand the possibility of parent’ marriage situation that influences on their involvement of school education activity, based on the analysis of one sampled elementary school in Tao-Yuan County, to compare the differences between the singled and coupled parent’ opinions, and deeply investigated parent’ marriage background with relation to their interaction content, involvement types, and etc. This study had adopted the “Questionnaire about Parents’ Involvement in Elementary School Education” developed by Houng-Lin, Wu in 2002, modified it as a basis to conduct a fully sampled and effectively feed backed of a 1260 students’ parents in sampled elementary schools. All the data were analyzed by the statistics of mean, percentage,T-test, chi-square test, one-way ANOVA, and multi-way ANOVA .
Major findings of this research are in the following: Based on the study of one elementary school in Tao-Yuan County, we found parent marriage situation has been apparently differentiated by their self occupations, family economics, and guidance way to children. We also found the casuality relation between parent’s occupation and family economic situation. Children whose family had different circumstance in economic, and mother’s guidance way, would influence directly their achievement both in study and behavior. Some worldwide field investigations on parent involvement state that: The deepness of parent involvement of school education activity had tightly and positively linked to their children’s achievement both in school study and behavior, this phenomenon had also been proved in the sampled school in our study. We couldn’t find any remarkable difference comparing the singled and coupled parent involvement in school activity, but we found the noticeable differences about the parent involvement in those activities like family-teaching implementation and off-school learning.
For the interaction between parents and teachers, number of times needed by singled family about interaction is apparently higher than that of coupled family, especially for the topics concerned with their children’s behavior. Regarding to the communication ways, it quite consensus that all parents take the contact booklet and telephone as the most adopted and useful ways. As for the satisfaction and involvement, it seems no difference among the singled and coupled parent that care about school’s respect for parent’s involvement, this come out the same conclusion that all parents were satisfied with teacher’s positive attitude toward the interaction. Concerning about the involvement of care-ness, the singled parent were apparently higher that the coupled parent!
Based on the findings of above-mentioned, we proposed some suggestions as follows:
For the educational authorities: 1. Take the advantage of policy education propagation, mass media propaganda to form the supporting system, which can help the diverse families to care for their children educational problems. 2. Setup the rules and policy of parents’ involvement in order to protect the rightness for weak family involving their children’s school education . 3. Provide on-job training for teachers and school staffs in order to improve the skills while they cooperate with parent.
For School Administration department: 1. Draft the effective family education programs for the singled parent in order to help them learning the skill and knowledge to conciliate, to guide, and to educate their children. 2. Find the social resources to setup a supporting network for the singled parent, and derive school toward the friendly circumstance. 3. While promoting parent’ involvement, use the concept of ’flexible work-hour’, construct a well-established information system, use multiple communication ways, and provide the methods and guidance for parent to participate school education activity.
For teachers: 1. Contact students’ parents actively and frequently. Guide the singled parent to pay attentions of their attitude to their involvement. Increase parent’ desire and capability of whole family involvement. 2. Form the cooperative capability with parent. Leverage the contact booklet and use multiple ways to communicate with parent. 3. Teach parent the correct concept of ‘educational partners’ relationship.

並列關鍵字

Singled parent, ； Coupled parent ； Parent’involvement of school education activity ； Parent-teacher interaction ； Parent’involvement type ； Dilemma of parent’involvement

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