臺北縣國民中學教師彰權益能與學校效能關係之研究

曾富明

指導教授 ： 潘慧玲博士

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(2004年)

摘要

摘 要
本研究主要目的在於瞭解臺北縣國民中學教師彰權益能與學校效能的現況，並探討在不同的背景因素下，教師彰權益與學校效能的表現情形，以及分析教師彰權益能與學校效能之間的關係。本研究主要是透過量化問卷調查，並輔以質性訪談的補充，進行教師彰權益能與學校效能的瞭解與分析，並將研究範圍放在臺北縣國民中學場域。
在問卷調查方面，以臺北縣立國民中學為母群體，進行分層隨機抽樣，共抽取50所學校1110位成員，回收934份，有效樣本918份。問卷所得資料以描述性統計、單因子變異數分析、皮爾森積差相關及多元迴歸等統計方法進行分析。在訪談方面，依調查結果總平均數得分較高者，選取兩所臺北縣的國民中學，以半結構式的訪談大綱，針對七位學校人員進行訪談。茲將本研究發現與建議分述如下：
一、研究發現：
（一）臺北縣國民中學教師彰權益能及學校效能之知覺屬於中至中
上。
（二）臺北縣國民中學教師對彰權益能之知覺因性別、年齡、服務年
資、現任職務、最高學歷、學校地區之不同而有顯著差異；但
不因學校規模、以及學校歷史而有顯著差異。
（三）臺北縣國民中學教師對於學校效能之知覺因性別、年齡、現任
職務、最高學歷等之不同而有顯著差異；但不因服務年資、學
校地區、學校規模、以及學校歷史而有顯著差異。
（四）臺北縣國民中學教師彰權益能與學校效能呈現正相關。
（五）臺北縣國民中學教師彰權益能對學校效能具有預測作用。

根據上述研究發現，本研究提出以下建議供作參考：
一、對主管教育行政機關的建議：
（一）合理調整學校規模
（二）補助學校本位進修經費
（三）開辦研究所的進修管道
（四）協助解決教師子女托育問題
（五）減輕行政人員工作負擔
二、對國民中學的建議：
（一）鼓勵教師參與校務決策，增進教師的認同感
（二）建立彈性運作的小型團隊，加強溝通與支援系統
（三）建立適當的輪調制度，鼓勵教師歷練行政工作
（四）重視學校本位進修，建立同儕分享及師徒式專業成長模式
（五）善用家長與社區資源，鼓勵家長參與校務
（六）鼓勵教師進修更高的學位，提昇學校研究風氣
三、對國民中學教師的建議：
（一）扮演一個教育改革者
（二）建立教師教學檔案
（三）開放心胸與同儕分享教學及學習經驗
（四）進修更高的學位以提昇自我效能

關鍵字：教師彰權益能、學校效能

關鍵字

教師彰權益能 ； 學校效能

並列摘要

Abstract
The main purpose of this study was to realize the current situation of teacher empowerment and school effectiveness in junior high schools in Taipei County, and to analyze the difference between the both. Also I was here to discuss the presentment of teacher empowerment and school effectiveness in different backgrounds. Both quantitative data from questionnaire survey and qualitative data from interview survey were used in this study.
The subjects were 1110 participants from 50 junior high schools in Taipei County meeting the questionnaire survey were randomly sampled, and the effective samples were 918. Descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and multiple regression were used to analyze all the data. Eight participants who were recruited from two middle schools in Taipei County were interviewed. The major findings were:
1.Teacher’s perception of teacher empowerment and school effectiveness in junior high schools in Taipei County was middle to middle-high.
2.There was a significant difference in teachers’ perception of teacher empowerment in junior high schools in Taipei County due to the differences of the participants’ gender, age, work seniority, present position, the highest education level, and school type, rather than school scale, and school history..
3.There was a significant difference in teachers’ perception of school effectiveness in junior high schools in Taipei County due to the differences of School Effectiveness in junior high schools in Taipei County due to the differences of the participants’ gender, age, present position, and the highest education level, rather than work seniority, the school type, school scale, and school history.
4.It showed the positive correlation between teacher empowerment and school effectiveness in junior high school in Taipei County.
5.Teacher empowerment showed a prediction function to school effectiveness in junior high school in Taipei County.
Based on the findings of the study, suggestions were addressed as follows:
I. Suggestions to the government:
1.To adjust school scale reasonable.
2.To subsidize school-based professional development for teachers.
3.To give chance for entering graduate school.
4.To solve the nursery problem for teachers.
5.To reduce school administrator’s working load.
II. Suggestions to the junior high school administrator:
1.To increase teachers’ commitment for school by attending school development plan.
2.To establish a small extended team in order to communicate and support the system.
3.To build suitable rotation system for teachers being administrators.
4.To stress school-based professional development for teachers, to share experiences of teaching and to build the mentor system.
5.To utilize resources from parents and community and to encourage parents involvement.
6.To encourage teachers entering graduate school and conducting research.
III. Suggestions to the junior high school teachers:
1.To be an educational reformer.
2.To build teaching portfolio.
3.To share teaching experiences with peers.
4.To enter graduate school, to enhance self-efficacy.

Key word: teacher empowerment, school effectiveness

並列關鍵字

teacher empowerment ； school effectiveness