新北市國民中學校務評鑑應用之研究

新北市國民中學校務評鑑應用之研究摘要本研究探討現行新北市國民中學校務評鑑中學校端實際應用校務評鑑之現況、影響校務評鑑應用之因素與不同利害關係人對校務評鑑應用之觀點。研究採質性研究，訪談新北市立國民中學學校行政人員（含校長、主任、組長）及教師共15位，以訪談法進行資料分析。研究結果發現（1）新北市立國民中學實際應用校務評鑑之現況，在評鑑的過程性應用現況為：思考教學風貌及整建硬體設備、檢視校務是否正常運作、增進現場人員使用資訊設備能力、協助教師整理教學方向、問卷調查資料做為經營校務調整參考。評鑑的結果性應用現況為：正視學校發展並公開議題、引導教學亮點及義務教育行進方向、進行職務調整與管理、推動校內發展教師專業社群。（2）影響校務評鑑過程性應用之因素為：教師定位不清、領導者是否重視評鑑心態、校內人力配置與教師角色認知、溝通管道是否暢通、對評鑑認知是否足夠。影響校務評鑑結果性應用之因素為：評鑑建議是否符合現場狀況、校長聘期是否配合評鑑期程、行政人員頻繁更替、政策規定是否具強制性。（3）不同利害關係人對校務評鑑應用之觀點，校長觀點為：設評鑑為目標導向並提供實質優惠、校務評鑑不應做為校長遴選參考、提高教師實質參與度，以便受益於評鑑。行政觀點為：教育局應協助學校推行評鑑結果性應用、宜關注「教師專業發展」面向，以激發教師對評鑑參與度、整合同項目評鑑，使評鑑應用聚焦並提高使用率。教師觀點為：教師為協助角色，評鑑為行政統籌分配、修訂評鑑指標以適合教學現場應用。研究結論（1）學校端實際應用校務評鑑之現況：準備評鑑過程能發揮正向功能、督促平日校務正常運作、提升資訊設備使用率及操作能力、教師經由評鑑指標留意教學方向、提供校務經營方向、引起利害關係人對校務發展的重視、引導義務教育行進方向、職務調整適才適所、敘述統計報告提供校務研究參考、以評鑑結果做為政策推行令箭。（2）影響校務評鑑應用之因素：教師在校務評鑑中定位不清，影響評鑑應用協商、領導者心態之個人因素、校內團體動力影響評鑑應用深度、溝通管道左右利害關係人對評鑑觀感及配合度、對評鑑的認知影響運用評鑑之能力、評鑑建議是否具實質效用、利害關係人頻繁更替影響評鑑應用、政策規定使學校端力不從心。（3）不同利害關係人對校務評鑑應用之觀點依校長、行政、教師各異。最後依據上述結論對教育行政主管機關及學校提出建議。關鍵字：校務評鑑、評鑑應用

關鍵字

校務評鑑；評鑑應用

並列摘要

A Study on the Uses of School Evaluations in New Taipei Municipal Junior High Schools Abstract The purpose of this study was to investigate the uses of school evaluations in New Taipei municipal junior high schools, the influencing factors, and the standpoints of different stakeholders on the uses of school evaluations. The study used qualitative research methods to interview fifteen principals, administrators, and teachers, in New Taipei municipal junior high schools. This research led to three main conclusions. First, school evaluations were used to adjust teaching conditions and renovate campuses, diagnose the schools’ working environments, enhance users’ abilities to use information technology （IT） devices, help teachers organize teaching directions, and use the survey data as a reference for school management. The findings of school evaluations were used to envisage school development, make school issues public, guide the direction of teaching highlights and compulsory education, adjust employees’ positions and management arrangements, and pro-mote the Teachers’ Professional Development Community. Second, factors that influenced use of the process were that teachers’ roles are unclear, as are the leaders’ attitudes, human resource arrangements, teachers’ cognition, communication channels, and the adequacy of the thought given to evaluations. Factors that influenced use of the findings included the pertinence of the suggestions made on the evaluations, the terms of principals, the frequent switchovers of administrators, and policy obligations. Third, the standpoints of different stakeholders on the uses of school evaluations are summarized. From the principals’ standpoint, the Education Bureau should set goal-oriented evaluations, and provide substantial benefits. Evaluations should not be used to select principals; evaluations should be used to improve teachers’ participation and derive benefits from the evaluations. From the administrators’ standpoint, the Education Bureau should assist schools by implementing the findings of the evaluations, and policy should focus on teachers’ professional development, in order to stimulate their participation, and to improve the uses of made of evaluations by integrating evaluation projects. From the teachers’ standpoint, administrators should lead the use of evaluations, by drafting proper indexes for teaching applications. The research results can be summarized under three categories. First, the uses of school evaluations include the finding that the process of preparing evaluations plays a positive role, facilitates the supervision of school affairs, enhances the operating capabilities of IT equipment, guides the teaching direction according to an evaluation index, provides direction for school management, makes stakeholders place importance on school development, guides the direction of compulsory education, and adjusts positions as appropriate. Statistical data are used as a reference for institutional research, and evaluations are used to implement authorized policies. Second, factors that influence the uses made of school evaluations are that teachers’ unclear roles influence the negotiation process, leaders’ personal factors and group dynamics affect the extent to which school evaluations are used, communication channels influence stakeholders’ ideas and cooperation, and the cognitive aspects of evaluations impact the abilities of users. Other factors include the pertinence of the evaluations’ suggestions, the frequent replacement of stakeholders, and policies that hamper the use of findings. Third, the standpoints of stakeholders on the uses of school evaluations are specific to principals, administrators, and teachers. Finally, this study provides some suggestions for education authorities and schools. Keywords: School evaluation, the uses of evaluation