國民小學學校課責與學校效能關係之研究

A Study of the Relationship between School Accountability and School Effectiveness in Elementary Schools

邱柏翰(Bo-Han Chiu)

指導教授 ： 陳文彥

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2017年)

摘要

本研究旨在探討國民小學學校課責與學校效能之關係，並比較不同背景變項之國民小學教師知覺學校課責與學校效能的現況與差異情形，最後分析學校課責對學校效能的預測力。
　　本研究採用問卷調查法，以高雄市公立國民小學教師為研究對象，依照學校規模進行分層隨機抽樣，問卷共計發放657份，其中有效樣本數為577份，可用回收率為87.82%。調查資料經回收處理後，以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元迴歸分析等統計方法進行分析，歸納本研究之結論如下：
一、國民小學教師對學校課責的知覺程度中上，其中在「道德課責」的得分最高。
二、國民小學教師對學校效能的知覺程度中上，其中在「教師教學」的得分最高。
三、不同學校規模之國民小學教師知覺學校課責具有顯著差異。
四、不同性別、職務、學校位置之國民小學教師知覺學校效能具有顯著差異。
五、國民小學學校課責與學校效能之間具有顯著相關。
六、國民小學學校課責對學校效能具有預測力，其中以「道德課責」的預測力最高。
七、國民小學學校課責對學校效能各構面之預測力與影響方向存在差異。

關鍵字

學校課責 ； 學校效能 ； 國民小學

並列摘要

The purpose of this study is to explore the relationship between school accountability and school effectiveness in elementary schools. It also compares the perceptions of elementary school teachers with different background variables concerning school accountability and school effectiveness. Then, this study analyzes the predictive power of school accountability to school effectiveness.
　　The study uses questionnaire survey to collect data. The population is public elementary school teachers in Kaohsiung City and the participants are chosen by using stratified random sampling according to the size of the schools. A total of 657 questionnaires are distributed, of which 577 are valid and the effective sample rate is 87.82%. The data is analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The main findings are as follows:
1.The elementary school teachers have a high-intermediate perception of school accountability, and “moral accountability” gets the highest score among the five dimensions of school accountability.
2.The elementary school teachers have a high-intermediate perception of school effectiveness, and “teacher teaching” gets the highest score among the five dimensions of school effectiveness.
3.The elementary school teachers with different school size have significantly different perceptions of school accountability.
4.The elementary school teachers with different sexes, posts, and school locations have significantly different perceptions of school effectiveness.
5.There is a significant correlation between school accountability and school effectiveness in elementary schools.
6.In elementary schools, school accountability can positively predict school effectiveness, and “moral accountability” is the most predictive dimension.
7.In elementary schools, the different dimensions of school accountability have different predictive power and exert influence on school effectiveness in either positive or negative way.

並列關鍵字

school accountability ； school effectiveness ； elementary school

參考文獻

侯世昌（2002）。國民小學家長教育期望、參與學校教育與學校效能之研究（未出版之博士論文）。國立臺灣師範大學，臺北市。

曾增福（2003）。桃園縣國民中學校長教學領導與學校效能關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。

蔡進雄（2000）。國民中學校長轉型領導、互易領導、學校文化與學校效能關係之研究（未出版之博士論文）。國立臺灣師範大學，臺北市。

參考文獻

壹、中文文獻