國民小學小校特色發展利害關係人互動之研究

本研究以小校特色發展進行分析，探討小型學校進行學校特色發展過程中利害關係人之互動關係。主要目的有三：一、瞭解利害關係人對小校學校特色發展問題影響程度；二、比較不同利害關係人對小校學校特色發展問題看法之差異；三、依據研究結果提出小校學校特色發展之具體改善建議。本研究首先針對研究主題相關議題進行討論，並據以進行研究設計並實施，研究方法為模糊專家問卷調查。依據文獻分析結果，以利害關係人觀點整理小校特色發展過程面臨之問題，並依文獻探討結果編製專家調查問卷，透過立意取樣方式，選擇三種利害關係人角色的專家進行資料調查，並以模糊統計進行填答，再以所蒐集之實徵資料進行模糊分析以呈現研究結果。研究結果發現小校特色發展之主要利害關係人為學校行政人員、一般老師與家長；所面臨的問題為學校特色發展方向認同不一、組織分工變動影響利害關係人關係、經費挹注無法穩定、無法有效提升學生學力；不同利害關係人對小校特色發展問題看法不一，穩定期不同利害關係人各有所重，發展初期重視經費挹注無法穩定、無法有效提升學生學力問題；因應不同互動關係，宜採取不同因應策略。最後，分別針對小校特色發展利害關係人與後續研究提出建議。

關鍵字

利害關係人；特色學校；層級分析法；模糊理論

並列摘要

The research was to study the interactions between stakeholders in a small school for featured development. The three objectives are 1. to understand the influence of stakeholders’ views on feature development; 2. to compare the opinions of different stakeholders on feature development; 3. to provide suggestions on featured school development based on the research. The research first discussed the issues involved in the study, and then began on its design. The study method used was fuzzy expert questionnaire survey. According to the analysis, summarized the problems during feature development and compiled an expert questionnaire based on the results of the literature discussion. Through purposive sampling method, selected experts of three types of stakeholder roles to conduct data survey and then conducted fuzzy analysis on the collected actual data to present the study result. The research showed that the main stakeholders in the small elementary school for featured school development were school administrators, teachers and parents. The problems were different aims to the school featured development, work division among stakeholders, unstable fund and ineffective improvement on students’ academic performances. With different opinions on school featured development from stakeholders, it is necessary to adopt different coping strategies according to different interactions. Finally, suggestions were provided to stakeholders in the small school for featured development and further research.