大臺北地區國民中學教育機會均等實踐之研究

本研究旨在探討大臺北地區國民中學實踐教育機會均等之情形。為達研究目的，研究採問卷調查法，根據文獻探討編制「大臺北地區國民中學教育機會均等實踐之研究調查問卷」作為研究工具進行調查。研究對象為臺北市、新北市國民中學，問卷共發放48所學校、655份問卷，經篩選後有效問卷為543份，問卷回收比率為82.9%。問卷回收後進行描述性統計分析、變異數分析、t考驗法、皮爾森積差相關分析及多元迴歸分析法，所得之研究結果如下：一、「教育機會均等實踐歷程」與「教育機會均等實踐成效」之現況均達高實踐程度。二、學校成員年齡為30~39歲、職務為校長且學校班級數為12~23班者，對於教育機會均等實踐歷程知覺情形較佳。三、學校班級數為12~23班者，對於教育機會均等實踐成效知覺情形較佳。四、「教育機會均等實踐歷程」與「教育機會均等實踐成效」各層面皆具有相關性。五、「資源運用之合理」與「夥伴關係之連結」為最重要之教育機會均等實踐歷程。六、教師教學之發展對於教育結果機會均等具有影響力。七、「學校領導之效力」對於各階段教育機會均等實踐成效較缺乏影響力。八、學校為促進學生教育機會均等，需經營與家長、社區良好夥伴關係。研究者依據上述之結論，提出對於教育行政機關、學校及後續研究者之建議，以供參考。

關鍵字

教育機會均等；教育機會均等實踐歷程；教育機會均等實踐成效

並列摘要

The purpose of this study is to investigate the current situation of equal educational opportunity among junior high schools in Taipei. This study design was conducted via an academic questionnaire named "Questionnaire on the Practicing of Equal Educational Opportunity in Junior High Schools in Taipei”. The questionnaire, targeted in junior high schools, was administered to 48 schools for 655 respondents in Taipei City and New Taipei City, rendering 543 valid questionnaires returned, with approximately 82.9% response rate. Further, data were analyzed using descriptive statistics, ANOVA, t-test, Pearson's product-moment correlation coefficient, and multiple regression analysis. The main conclusions of this study are as follows: 1. Both the "Practicing of Equal Educational Opportunity" and the "Effectiveness of Equal Educational Opportunity" are highly implemented. 2. The perception of performance on "Practicing of Equal Educational Opportunity" is significantly high when the study subject is composed by school staffs aged from 30 to 39, serving with a principal and has 12 to 23 classes. 3. The perception of performance on "Effectiveness of Equal Educational Opportunity" is significantly high when the study subject has 12 to 23 classes. 4. The "Practicing of Equal Educational Opportunity" is positive relevant to the "Effectiveness of Equal Educational Opportunity". 5. The "Distribution of Educational Resources" and the "Connection of School Partnerships" are of the utmost importance in implementing equal educational opportunity. 6. The development of faculties's teaching skills influences the outcome of equal educational opportunity. 7. The “School Leader Effectiveness” has less influence on all stages of the "Effectiveness of Equal Educational Opportunity". 8. Positive parent and community involvement is essential for schools to promote the equal educational opportunity for students. The education administration authorities, schools and the future study suggest serval bits of advice based on the above conclusions.