台北縣督學教育視導倫理之研究

A Study on the Ethics for Educational Supervision

呂明春(Ming-chung Lu)

指導教授 ： 游進年

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2006年)

摘要

臺北縣督學教育視導倫理之研究
摘要
本研究的主要目的在探討臺北縣督學教育視導倫理的面向及內涵；並分析臺
北縣學校教育人員及督學對督學教育視導倫理內涵的看法；再根據研究結論，提
出建議以供主管教育行政機關及督學參考。

本研究使用問卷調查法與訪談法進行資料之蒐集。以自編「臺北縣督學教育視導倫理調查問卷」，針對84所學校及10名督學進行調查。總計發出問卷858份；回收622份，回收率72％；剔除資料填答不全及有明顯反應心向的問卷，有效問卷527份，有效回收率61％。根據受試者的填答結果，分別以平均數、標準差、t考驗、單因子變異數分析等統計方法，進行資料處理分析。訪談法則針對1位校長、1位主任、1位組長、1位教師及2位督學，以自編之半結構訪談大綱進行訪談。

本研究之結論如下：
一、臺北縣督學教育視導倫理，可以包含五個層面：批判倫理、正義倫理、?行
倫理、效益倫理及關懷倫理。各層面包括重要的內涵。
二、不同性別人員，在五種應該具備的倫理層面，意見並無顯著差異。在實際具
備的方面，效益倫理、?行倫理、批判倫理及正義倫理層面，有顯著差異。
三、不同學歷人員，在應該具備的批判倫理層面，意見有顯著差異。在實際具備
的方面，?行倫理、正義倫理、批判倫理及效益倫理層面，有顯著差異。
四、不同服務單位人員，在應該具備的效益倫理及關懷倫理層面，意見有顯著差
異。在實際具備的方面，五種倫理層面皆有顯著差異。
五、不同單位規模人員，在應該具備的關懷倫理及批判倫理層面，意見有顯著差
異。在實際具備方面，批判倫理、關懷倫理、效益倫理及?行倫理層面，有
顯著差異。
六、不同職務人員，在應該具備及實際具備的五種倫理層面，意見有顯著差異。
七、不同年齡人員，在應該具備的關懷倫理、批判倫理及?行倫理層面，意見有
顯著差異。在實際具備方面，五種倫理層面皆有顯著差異。
八、建構臺北縣督學教育視導倫理準則，具有重要意義。

根據研究結論，本研究針對臺北縣督學、地方政府以及未來的研究，提出數項建議以供參考。

關鍵字

督學 ； 教學視導 ； 倫理

並列摘要

A Study on the Ethics for Educational Supervision
Conducted by the Educational Inspectors in Taipei County

Abstract

The main purposes of this study are to explore the different aspects and the content of the ethics for educational supervision conducted by the educational inspectors in Taipei County; to analyze the opinions held by the school teachers and administrators as well as the educational inspectors in Taipei County about the content of the ethics for educational supervision; and to make proposals, based on the conclusions of this study, to the authorities in charge of educational administration and to the educational inspectors for their reference.

This study has adopted the approaches of questionnaire survey and interview, to collect data. A self-designed “Questionnaire on the Ethics for Educational Supervision Conducted by the Educational Inspectors in Taipei County” was used and 84 schools and ten educational inspectors were chosen as the sample. Totally 858 questionnaires were sent out while 622 were returned, which means a return rate of 72%. After the incomplete and obviously-biased ones were rejected, 527 valid questionnaires were left, meaning an valid return rate of 61%. The answers in these questionnaires were then processed and analyzed respectively by means of such statistical methods as adjusted mean, standard deviation, t-test, one way analysis of variance (ANOVA), etc. As for the interview approach, one principal, one dean, one section chief, one teacher and two educational inspectors were interviewed with the help of a self-designed semi-structural interview outline.

This study has reached the following conclusions:
1. The ethics for educational supervision conducted by the educational inspectors in Taipei County may consist of five aspects, namely the ethics of critique, justice, virtue, utility and care. Each aspect involves important content.
2. There are no significant differences between the opinions held by the male and female personnel about the five aspects of ethics that an educational inspector should comply with. However, significant differences exist between the opinions held by the male and female personnel on the subject of whether an
educational inspector actually complies with the ethics of utility, virtue, critique
and justice.
3. Personnel of different educational backgrounds vary significantly in their views
about the ethics of critique that an educational inspector should comply with. Their views also vary significantly concerning whether an educational inspector actually complies with the ethics of virtue, justice, critique and utility.
4. Personnel working at different institutions vary considerably in their opinions on
the ethics of utility and care that educational inspectors should comply with.
Their opinions also vary considerably concerning whether educational inspectors
actually comply with the ethics in all of the five aspects.
5. Personnel working at institutions of different sizes vary remarkably in their
opinions about the ethics of care and critique that an educational inspector should
act upon. Their opinions also vary remarkably concerning whether an educational
inspector actually acts upon the ethics of critique, care, utility and virtue.
6. Personnel holding different positions vary significantly in their opinions about
both the ethics that an educational inspector should act upon and the ethics an
educational inspector actually acts upon in all of the five aspects.
7. Personnel of different ages vary noticeably in their views on the ethics of care,
critique and virtue that educational inspectors should comply with. Their views
also vary noticeably concerning whether educational inspectors actually comply
with the ethics in all of the five aspects.
8. It is of vital importance to set up the ethics for educational supervision conducted
by the educational inspectors in Taipei County.

According to the results of this study, several recommendations were suggested as useful reference to the educational inspectors in Taipei County, the local governments, and further research.

並列關鍵字

supervisor ； educational supervision ； ethics

參考文獻

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