國民中學與國民小學小型學校整併為國民中小學之研究

本研究針對國民中學與國民小學小型學校整併為國民中小學做相關文件分析與調查研究。研究中以十一所原為縣立之國中和國小被整併為國中小之全體學校教師有效問卷256份為樣本，分別採取描述統計分析、獨立樣本t考驗、單因子變異數分析等統計方法進行分析歸納，將研究結果歸納出以下結論：一、整併可能遭遇困境與其策略 (一)教師對國民中小學學校整併的因應策略認同度最高。 (二)教師對國民中小學學校整併可能出現問題及溝通要項認同度佳。 (三)國民中小學教師對學校整併認知，在「因應策略、遭遇問題、溝通要項」三個層面多持正面性評價、肯定態度，且意見歧異性低。 (四)教師對國民中小學學校整併的困難與阻礙因素認同度低。二、國民中小學整併改制之運作現況 (一)國民中小學教師對國民中小學學校整併的認同度不高。 (二)就個別層面而言，中小學整併後之「學生輔導」、「教育成本」稍獲正面評價外，其餘之「學校效能」、「課程教學」與「學生成就」皆無法得到教師們的認同。 (三)「不同性別」、「服務年資」及「不同職務」之個人變項在教師對國中小學學校整併認知上，沒有顯著差異。「不同學歷」之個人變項，僅於「教育成本」及「學生成就」層面上有顯著差異。綜合上述研究結論，本研究提出下列建議供參考：一、對教育行政主管機關的建議 (一)對中央主管教育機關之建議 1.考量「國民中小學整併」政策施行後的相關問題，持續檢視並修正。 2.建立嚴謹的「民中小學整併」檢證標準，分析國中小整併政策之可行。 3.訂定「國民中小學整併」相關法令及具體可行的評估標準與整併流程。 4.以學生受教權、社區文化延續為優先考量，保留特殊性原則與彈性做法。 (二) 對地方主管教育機關之建議 1.應扮演主導與協助單位，儘量做到過程公開，經費透明化。 2.充分提供正確的資訊，積極正向宣導「國民中小學整併」目的。 3.採取正式與非正式的溝通管道，加強對校內及校外人員的溝通與宣導。 4.審慎研擬整併計劃，積極規劃完善相關配套措施，正向引導學校發展。 5.籌組專案評估小組，進行整併評估及周詳之配套措施規劃。 6.先行試辦，再分短、中、長目標，循序漸進逐步推動。二、對面臨整併學校的建議 (一)維護教師權益，解決超額教師難題。 (二)勇於提出建設性意見，把反對的意見透過各種管道傳達出去。 (三)面對學校整併全校親師生應自我調適，理性面對整倂規劃。 (四)學校教職員與社區家長人士共同參與，另開整併途徑與方式。 (五)學校整併應避免政治力介入，亦可擅用政治角力，扭轉學校被整併命運。三、對後續研究之建議 (一)在研究對象上，可擴及因九年一貫課程設計成立之公私立國中小。 (二)在研究方法上，可對實際參與「國民中小學整併」之利害關係人做深度訪談。 (三)在研究變項上，可以加入社區家長人士、學校所在地區、…等其他變項。

關鍵字

國民中小學；學校整併；小型學校

並列摘要

A survey research was conducted among studies related to the consolidation of small-scaled junior high and elementary schools into elementary and junior high schools. A total of 256 school teachers among 11 junior high and elementary county schools were selected as effective samples. The data collected was respectively summarized by document analysis, descriptive statistics analysis, independent samples t-test, and one-way ANOVA. Summarized conclusions based from the results are given as follow: 1. Possible difficulties encountered with consolidation and strategies (1) The highest cognition item among teachers was the coping strategies for school consolidation. (2) Teachers showed good cognition for the possible issues and communication items which may occur in school consolidation. (3) For the cognition of school consolidation, most of the elementary and junior high school teachers held positive appraisals, approval attitudes, and a low diversity of opinions among three categories: “coping strategy”, “encountering problems” and “communication”. (4) Teachers showed low cognition to the difficulties and obstacles in school consolidation. 2. The current status of elementary and junior high schools consolidation and reform (1) Elementary and junior high schools teacher showed low cognition to school consolidation. (2) Based on individual perspectives, with the exception of “student counseling” and “education costs” having slightly positive appraisals, teachers were non-cognitive to “school efficacy”, “curriculum and teaching” and “student achievements” after the consolidation. (3) Personal variables such as “gender”, “years of service” and “position” showed no significant difference among the teachers toward school consolidation. The only significant differences shown were “education costs” and “student achievements” when based on the personal variable of “educational background”. Based from the above conclusions, this study provides the following suggestions for reference: 1. Suggestions to educational administrations (1) The central designated educational authority a. The central government should consider the issues after implementation of the “elementary and junior high school consolidation”; it should be continuously reviewed and revised. b. The central government should establish a rigorous “elementary and junior high school consolidation” assessment standard for analyzing the feasibility of the consolidation policy. c. The central government should establish related laws and regulations for “elementary and junior high school consolidation”, and establish a practical evaluation standard and consolidation procedure. d. Implementation of the policy should be based on the students’ right to education and cultural extension of the community as priority; special principles and flexible methods should be retained. (2) The local educational authorities a. The local government should take the role as both the leading and assisting unit. The procedures should be made as public as possible and expenses made transparent. b. The local government should sufficiently provide the correct information and actively promote the purpose for “elementary and junior high school consolidation”. c. The local government should adopt official and nonofficial communication channels to enhance communication and promotion to people both inside and outside of the school. d. The consolidation plan should be carefully developed. Complete supporting measures should be actively planned to direct schools toward positive development. e. The local government should create a project assessment group for planning assessment and thorough supporting measures for the consolidation. f. The local government should first conduct a pilot project; the implementation should be gradually performed according to the short, middle and long-term goals. 2. Suggestions for schools facing consolidation (1) The school should protect teachers’ rights; the difficult problem of surplus teacher is to be solved. (2) The school should have the courage to suggest constructive opinions; the opposing opinions should be reached out by using various channels. (3) When facing school consolidation, all teachers and students should self-adjust themselves to use a rational attitude towards the consolidation planning.The process should be joined and participated by the community and parents together with the school’s staff and faculty to open another path and method for the consolidation. (4) Political influence should be avoided with school consolidation; or political forces may be used to reverse the school’s fate of consolidation. 3. Suggestions for follow-up research (1) The subjects for research may expand to founded public and private elementary and junior high schools based on the Grade 1-9 Curriculum Design. (2) An in-depth interview may be conducted to parties in interest involved in “elementary and junior high school consolidation” as a method for research. (3) Other variables such as “community”, “parents” and “school location” can be added to the research.