國民小學家長教育期望、參與學校教育與學校效能之研究

The study of school effectiveness, parental expectancy and involvement in elementary schooling

侯世昌(Shih-chang Hou)

指導教授 ： 吳清基

國立臺灣師範大學/教育學院/教育學系/博士(2001年)

摘要

本研究旨在探討國民小學家長教育期望、家長參與學校教育與學校效能間的關係，並分析不同背景家長的教育期望及參與學校教育角色上的差異。
本研究採用文獻分析、問卷調查與訪談等研究方法。問卷調查以臺灣省、台北市、高雄市公私立國民小學級任教師及家長為主要研究對象，計抽取公立國小111所，私立小學10所，其中教師樣本756人，家長樣本3024人，並選取教師、家長、校長及學者各3人為訪談對象。
調查問卷所得資料先行應用SPSS/10.0中文版套裝軟體程式，依研究的目的與問題，就可量化的資料進行單因子變異數分析，考驗不同背景變項下的差異情形，並以Scheffé法進行事後比較，以考驗各組間的相關情形，另以典型相關了解家長教育期望、參與教育、學校效能各層面間的相關，並以訪談作更深入的探討。
根據研究結果的分析與討論，本研究獲得以下結論：
一、家長對子女的教育期望普遍都很高，且對「品德及人際」層面的期望高於對「學業及成就」層面的期望
二、家長及居住都會地區及學歷、社經地位愈高者，對子女的教育期望愈高
三、正向的家長參與學校教育可提升學校效能
四、家長參與以訊息接受者層面最多，政策決定者層面的參與最低
五、母親、子女數少、居住都市地區及學歷、社經地位愈高的家長，對家長參與的態度及實踐均比較積極
六、家長參與的觀念雖已普遍，但實際參與的情形仍有待加強
七、教師對家長教育期望及參與學校教育的知覺低於家長實際的教育期望及參與情形
八、時間是影響家長參與最主要的原因
九、資深、年長的教師對學校效能的知覺愈佳
十、家長教育期望、參與學校教育與學校效能多數層面間有正相關
十一、研擬適當的策略，可促進家長參與學校教育的意願
依據研究所得結論，本研究分別對行政機關及學校提出下列建議，以做為國民小學增進家長參與及提昇學校效能的參考。
一、對行政機關的建議
(一)訂定家長參與學校教育法，鼓勵家長積極正面參與學校教育。
(二)精進師資培育制度及在職教育措施，培育具有正確教育理念與熱忱的教師。
(三)推動公立學校組織再造及公辦民營，擴大家長參與效果。
(四)訂頒家長參與教育假每年一日，落實家長參與功能。
二、對學校的建議
(一)加強品德教育，滿足家長對學生人際關係發展的重視。
(二)善用家長對教育的高期望，促進家長參與意願及學校效能。
(三)訂定家長契約，明訂家長與學生教育有關的各項權利義務。
(四)舉辦家長進修成長及學生成果發表活動，提高家長參與意願。
三、對家長的建議
(一)建立適度的教育期望，並依孩子的表現不斷修正期望水準。
(二)強化家長組織功能，建立正確家長參與學校教育的觀念。
(三)正面積極的參與學校教育，擴大參與的層面。

關鍵字

學校效能 ； 教育期望 ； 家長參與學校教育 ； HASH(0xb35df3c)

並列摘要

This study aims to explore the relations among three factors, i.e. school effectiveness, parental expectancy of education and involvement in elementary schooling. The differences of education expectancy from parents with various backgrounds, and those of roles played in parental involvement in school education are also included in the analysis of this study.
This study adopts research methodologies of literature review, questionnaire survey, and interview. The survey subjects mainly include homeroom teachers and parents from both public and private primary schools in Taiwan Province, Taipei City, and Kaohsiung City, namely, 111 public schools and 10 private schools, from which 756 teachers and 3024 parents are sampled. Furthermore, 3 persons are selected respectively from the groups of teachers, parents, and school principals as interview subjects.
The research data acquired is analyzed by SPSS/ 10.0 Chinese version based on the research purpose and question, and quantified data is explored through ANOVA, examining variations in different research subject variables. Scheffé method is used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation is applied in this study to understand the interrelations among the three aspects of education expectancy from parents, parental involvement in schooling, and school effectiveness. Further exploration on the issue is made through the interviews.
According to the analysis and discussion of the study results, the conclusions are as follows:
1. Parents generally hold high education expectancy.
2. The higher social and economic status the parents have, the higher education expectancy they hold towards their children.
3. Positive parental participation in schooling helps elevate school effectiveness.
4. Information-receivers constitute the largest percentage in parental participation; whereas policy-makers the smallest.
5. Despite the wildly-spread concept of parental participation, there is still room for improvement in the actual participation.
6. Parents with higher social and economic status take a more active attitude and approach towards parental participation.
7. Teachers’ awareness of parental expectancy and involvement in schooling is lower than current situations.
8. Time is the key factor in parental participation.
9. Senior teachers have better awareness of school effectiveness.
10. Positive correlation exists among parental expectancy, parental involvement in schooling, and school effectiveness.
11. Properly-formulated strategies help increase the willingness of parental participation in schooling.
Based on the above conclusions, the following suggestions are provided for administrative authorities and schools as references to help improve parental involvement in primary schooling and school effectiveness.
1. Suggestions for administrative authorities
(1) Make acts of parental participation in schooling, encouraging active participation of parents in school education.
(2) Strengthen the system of teacher development and the measures of in-service education, developing teachers with correct educational concepts and passion.
(3) Promote reorganization of public schools and the established by the government and operated by private institution module, expanding the effects of parental involvement.
(4) Pass an act of one-day break for parents to participate in schooling, reinforcing parental involvement.
2. Suggestions for schools
(1) Strengthen moral education to satisfy parental concern for their children’s personal relation development.
(2) Make best use of parents’ high education expectancy to increase the willingness of parental participation and school effectiveness.
(3) Place a contract with parents, stating every right and liability related to school education that parents and students should have.
(4) Hold activities for parental growth and student achievement presentation to increase willingness of parental participation.
3. Suggestions for parents
(1) Develop appropriate education expectancy, and continuously justify it based on children’s actual performance.
(2) Reinforce parental organization, and help form the correct concept of parental participation in schooling.
(3) Expanding accesses and aspects for parental involvement.

並列關鍵字

school effectiveness ； educational expectation ； parent participation in schooling ； parent involvement in schooling

參考文獻

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