臺北市國民小學學生家長會推動社區文化工作之研究

曹麗珍(Tsao Li Chen)

指導教授 ： 柯正峰

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/博士(2004年)

摘要

摘 要

本研究旨在探討臺北市國民小學學生家長會推動社區文化工作的態度、成效與不同背景變項間的關係，態度與成效間關係，及在推動工作時所遭遇的問題。首先探討相關文獻，以作為研究架構及研究目的依據。本研究目的有五：
一、暸解臺北市國民小學學生家長會對推動社區文化工作態度現況。
二、探討臺北市國民小學學生家長會對推動社區文化工作成效情形。
三、分析臺北市國民小學學生家長會對推動社區文化工作的態度與工作成效之相關情形。
四、探討臺北市國民小學學生家長會推動社區文化工作態度對推工作成效的預測力。
五、根據研究結果，提出具體可行的建議，以供教育主管行政機關、學校行政及家長會，作為日後制定政策與執行時之參考。
本研究工具係採自編量表，問卷調查對象以臺北市139所公立國民小學的校長與學生家長會為母群體，進行分層隨機抽樣。有效樣本數為588人。最後依據主要研究發現，作成結論與建議。

本研究得到的結論如下：
一、臺北市國民小學學生家長會推動社區文化工作持積極而正向態度。
二、「認同社區文化資源功能因素」是影響工作態度最大因素。
三、推動社區文化工作整體而言成效良好。
四、推動社區文化工作上認知大於行動。
五、學生家長會是具有潛力的社區文化推手。
六、學生家長會對社區文化內涵普遍瞭解不多。
七、「參與社區文化工作態度因素」是促進學生家長重視文化工作的關鍵。
八、推動社區文化工作問題上整體而言並無明顯困難問題。
九、推動社區文化工作較大的阻力來自學校與政府的不支持。
十、推動社區文化工作態度會受性別、年齡、擔任職務、該校校長是否支持等因素影響。
十一、推動社區文化工作上，兩性態度均積極而正向，其中男性成員比女性積極。十二、家長年齡影響推動社區文化工作的態度，其中以五十一歲以上最積極。 十三、有擔任家長會職務者及具校長身分者對推動社區文化工作態度積極。
十四、越區就讀學生人數少的學校學生家長會推動社區文化工作態度較積極。
十五、學校規模在十二班以下學校推動社區文化工作態度較積極。
十六、學校所在區域，並不影響推動社區文化工作的態度。
十七、性別、年齡、擔任職務、是否為校長、校長年資、家長年資、教育程度、所在區域、越區就讀人數多寡、學校規模大小等因素，不影響推動社區文化工作成效。
十八、社區文化工作以辦理藝文活動較多，其次依序為：自然文化景觀的探討、民俗史蹟導覽、歷史文物保存。
十九、「參與社區文化活動」、「認同社區文化資源功能」、及「瞭解社區文化工作內涵與重要性」等三個因素，對推動社區文化工作具有整體成效的預測力，其中以參與社區文化活動因素是整體工作成效的主要預測變項。
二十、推動社區文化工作態度與推動社區文化工作成效呈正相關。

依上述結論，本研究提出下列建議：
壹、對學校行政單位的建議：
一、校長必須引導學校同仁有主動支援學生家長會辦理活動的心態。
二、落實社區文化活動融入學校總體課程以利推動發展。
三、提供學生家長會舞台，建立複式分工組織，以利推動社區文化工作。
四、將學校建置成社區文化資源中心，以利文化資源流通。
五、善用產業行銷的手法來活化社區文化、行銷學校特色
貳、對政府文化機構的建議：
一、明確規範社區文化之權責，有效支援社區文化活動。
二、應加強社區文化的行銷與服務，以吸引民眾參加。
三、建立學習型組織，與社區、學校合作共同推動文化工作。
參、對學生家長會的建議：
一、將推動社區文化工作列入學生家長會常年計畫辦理。
二、學生家長會需設置專責組織與人員，辦理社區文化工作。
三、招募志工家長，協助社區文化工作推行。
四、訂定鼓勵措施，以激發教師與家長參與合作的興趣。
五、爭取資源辦理多元活動，鼓勵親師生參加以提升社區文化知能。
肆、對社區的建議
一、分析社區優劣勢，找出可以行銷的社區文化特色。
二、多提供參與活動機會，以增進區民了解與認同社區文化。
三、社區應設置文化組織與人員，專責社區文化推廣活動。
四、招募社區文化志工隊，協助推展社區文化的工作。

關鍵字

學生家長會 ； 社區文化 ； 社區文化工作 ； 臺北市國民小學 ； 工作態度 ； 工作成效

並列摘要

Abstract

Focusing on the efforts made by parents’ associations in elementary schools in Taipei City to promote community cultural affairs, this thesis aims to study the relations between 1) the attitude, effectiveness of parents’ associations and different variant items, 2) attitudes of parents’ associations and effectiveness of their efforts, and 3) the problems encountered when promoting community cultural affairs.

The first step taken is the review of literature, which helps establish the framework and set the goals of this study. The goals of this study include:
1. understanding the attitudes of parents’associations in promoting community cultural affairs.
2. studying the effectiveness of parents’ associations in promoting community cultural affairs.
3. analyzing the co-relation between their attitude and effectiveness in promoting community cultural affairs.
4. studying the different aspects of the attitude regarding the promotion of community cultural affairs by parents’ association, and study their general predictability of the effectiveness in promoting community cultural affairs.
5. bring forth viable suggestions based on the results of this study, serving as reference for education authorities, school administrations and parents’ associations when formulating policies or implementing existing policies.

The questionnaire for this study is formulated by the writer of this thesis. The matrix of the respondents, principals and members of parents’ associations are randomly selected from139 public elementary schools in Taipei city. There are 588 valid samples. The conclusions and suggestions made below are based of the analysis of the data collected.

The following conclusions are drawn from the statistical study:

1. Parents’ associations in elementary schools in Taipei play an active and positive role in promoting community cultural affairs.
2. “Identification with the function of community cultural resources” is a factor that influences the attitude of parents’ associations in promoting community cultural affairs.
3. Parents’ associations are generally effective in promoting community cultural affairs.
4. In promoting community cultural affairs, parents’ associations “know” more than they “act”.
5. Parents’ associations are potential propeller of community cultural affairs.
6. Parents’ associations in general lack true understanding of the inherent meaning of community cultural affairs.
7. “Attitude toward participating in community cultural affairs” is a key factor that urges parents to pay attention to cultural affairs.
8. In general, parents’ associations have no special problems in promoting community cultural affairs.
9. In promoting community cultural affairs, parents’ associations in general feel the lack of support from schools and government.
10. In promoting community cultural affairs, parents’ associations may be influenced by sex, age, position held, and whether the respondent is principal.
11. In promoting community cultural affairs, both sexes play an active and positive role, but the male members are in general more active.
12. “Age” is a factor that influences the attitude toward promoting community cultural affairs.
13. Those who are board members of parents’ associations and those who are heads of schools plays active and positive roles in promoting community cultural affairs.
14. Elementary schools with relatively few students from other administrative districts are more active in promoting community cultural affairs.
15. Schools with capacity below 12 classes are more active in promoting community cultural affairs.
16. The location of schools does not influence the promotion of community cultural affairs.
17. Sex, age, position held, principal-or-not, principal’s seniority, parents’ seniority, education, location of schools, number of students from other administrative districts, size of schools do not influence the effectiveness of the promotion of community cultural affairs.
18. In promoting community cultural affairs, parents’ associations more often organize activities related to arts and humanities, others (in order of frequency) are related to exploring natural-cultural landscape, guided tours of ethnical-historical sites, and preserving historical-cultural relics.
19. “Participation in community cultural activities,” “Identification with the function of community cultural resources,” and “Understanding the meaning and significance of community cultural affairs” are three factors that contribute to the predictability of the general effectiveness of promoting community cultural affairs. Of the three factors, the “Participation in community cultural activities” is the major variant item in predicting the effectiveness.
20. “Attitudes in promoting community cultural affairs” and the “effectiveness of promoting community cultural affairs” are positively related.

Suggestions based on the above conclusions:

1. Suggestions for school administrations
a. The school principals should guide administrative and teaching staffs to develop a supportive attitude toward the activities organized by the parents’ associations.
b. Put into practice the merging of community cultural activities with school curriculums.
c. Offer spaces (literally and metaphorically) for parents’ associations to establish a complex system of division of labor for the promotion of community cultural affairs.
d. Establish the school as a center of community cultural resources to facilitate the flow of cultural resources.
e. Apply the concept of marketing to enliven the culture of a community and to “sell” the characteristics of a school.

2. Suggestions for government cultural institutions
a. Clearly define the power and responsibility concerning the cultural resources of a community, and effectively support community cultural activities.
b. Enhance the concept of marketing and servicing in promoting community cultural affairs to attract people to participate.
c. Establish learning-oriented organizations, which cooperate with communities and schools to promote cultural activities.

3. Suggestions for parents’ associations
a. List projects about community culture in the yearly schedule of parents’ association.
b. Parents’ associations should establish special division and appoint special staffs to deal with community cultural affairs.
c. Recruit parents as volunteer workers, who help to promote community cultural affairs.
d. Implement policies to encourage teachers and parents to participate in community cultural affairs.
e. Get hold of available resources to organize a variety and diversity of activities; encourage the participation of teachers and students to enhance their knowledge and ability in community culture.

4. Suggestion for communities
a. Analyze the advantageous and disadvantageous positions of a community to locate the characteristic features of a community for marketing.
b. Offer more opportunities for participation, so that community members may further understand and identify with community culture.
c. Special division should be established and staff appointed for the sole purpose of promoting community cultural affairs.
d. Recruit volunteer members within the community to help promote community cultural affairs.

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