雙北市國中校本資優方案教師對學校行政支持看法與滿意度之調查研究

本研究旨在了解雙北市國中校本資優方案教師對學校行政支持的看法與滿意度以及兩者之間的相關，並探討校本資優方案教師的任教歷程對行政支持的看法與期待。本研究採用問卷調查輔以訪談方式進行研究，以雙北市國中校本資優方案教師為研究對象，使用「執行校本資優方案教師對學校行政支持看法與滿意度調查表」、「校本資優教師訪談大綱」為研究工具。總計發出260份問卷，有效問卷247份，比例為91.9%。所得資料以描述性統計、單因子變異數分析、t檢定、積差相關進行分析。研究發現如下: 一、雙北市國中校本資優方案教師對學校行政支持整體看法為經常符合；對學校行政支持整體滿意度為滿意。二、任教於臺北市的國中校本資優方案教師對學校行政支持的看法與滿意度均高於新北市教師。三、擔任校本資優方案年資未滿1年的教師對學校行政支持的看法低於2-3年及3年以上;年資未滿1年的教師對學校行政支持滿意度低於2-3年。四、雙北市國中校本資優方案教師對學校行政支持的看法與滿意度達高度正相關。五、雙北市國中校本資優方案教師的任教歷程對學校行政支持感到滿意，並提出以下幾點期待與建議:行政支持能夠整合資源、計畫性推動校本資優方案、增加專業增能機會、增加專業人力的投入、增加教學軟硬體資源、增加協調與交流機會等。根據研究結果，提出具體建議，俾提供教育行政機關、學校行政單位、校本資優教師及後續研究做為參考。

關鍵字

資優教育；校本資優方案；學校行政支持；滿意度

並列摘要

This study investigated the school-based gifted program teachers’ viewpoint and satisfaction towards administrative support from junior high schools in twin Taipei cities, and the correlation between their viewpoint and satisfaction. Therefore, the implications and suggestions to improve the program execution were discovered with these teachers’ learning through teaching. The researches used print questionnaires as the main instrument and were supplemented by interview. Teachers who participated in the school-based gifted program in junior high schools in twin Taipei cities were the subjects. “Questionnaire for School-Based Gifted Program Teachers’ Viewpoint and Satisfaction towards Administrative Support” and “Outline for Interviewing School-Based Gifted Program Teachers” were designed and utilized. In total, 260 questionnaires were distributed, among them, 247 were valid. The overall response rate was 91.9%. Descriptive statistics, one way ANOVA, t-test, and Pearson product-moment correlation then were performed to analyze the collected data. The findings from this study are listed below: 1.School-based gifted program teachers’ viewpoint towards administrative support from junior high schools in twin Taipei cities was “Frequently”, and their satisfaction level was “Somewhat Satisfied”. 2.School-based gifted program teachers who worked in Taipei City gave higher rating to both “Viewpoint” and “Satisfaction” than those who worked in New Taipei City did. 3.Teachers who participated in School-based gifted program less than a year gave lower rating to “Viewpoint” than those who participated in the program for longer than 2 years did. And their rating to “Satisfaction” was lower than those with 2-3 years of participation time. 4.School-based gifted program teachers’ viewpoint and satisfaction towards administrative support from junior high schools in twin Taipei cities were highly positively correlated. 5.The perceptions of teachers who participated in school-based gifted program were “Somewhat Satisfied” towards administrative support from junior high schools in twin Taipei cities. They mentioned the following expectations and suggestions: integrating all sources of administrative support; executing methodically the school-based gifted program; providing more professional empowerment opportunities; assigning more professional participants; increasing teaching resources including both hardware and software; and promoting coordination and interaction among participants. Finally, based on the results of this study, the suggestions were provided for educational administrations, school administrations and correlated studies in the future.