轉型優質評鑑指標之認知差異分析－以雲林縣參與轉型計畫之學校教師與未參與的比較為例

The Cognition Differences between School Teachers Who Have Participated in the Pogram and Those Who Have Not on the Evaluation Indicators for the Program of High-Quality Transformation

徐怡(Yi Hsu) ； 張正鈺(Cheng-Yu Chang)

《Journal of Data Analysis》 7卷2期 (2012/04) Pp. 67-87

https://doi.org/10.6338/JDA.201204_7(2).0004

摘要

本研究目的在於探討參與雲林縣轉型優質計畫與未參與之學校教師對於轉型優質評鑑指標之重要性與實際達成之認知差異。本研究依據雲林縣轉型優質評鑑指標設計問卷，樣本取自雲林縣23所國民小學，不同職務之教師共280人進行問卷調查，藉由線性結構模式，分析參與及未參與轉型優質計畫之學校教師在指標重要性與實際達成程度之認知差異情形。結果發現，參與轉型優質計畫與未參之學校教師一致認為雲林縣轉型優質評鑑指標能評估學校教育品質，而且參與學校在評鑑指標的學生多元能力建構、學校課程的發展與實施、教師教學之精進與專業發展、行政機制有效支援教學、特色學校的營造與規劃之實際達成認知皆有顯著高於未參與學校的現象，但是在重要性認知上卻無顯著差別。本研究建議未參與轉型優質計畫之學校能觀摩轉型成功學校之經驗，尋找自己未來的發展方向，更能在執行計畫時結合企業經營理念，建立學校優質品牌形象，達成學校永續經營之目標。對教育主管機關之建議，則希望能落實「積極差別待遇」之教育理念，讓地處偏遠之學校學童得到文化經驗補償的機會。

關鍵字

特色學校 ； 轉型優質 ； 評鑑指標 ； 學生多元能力 ； 教師精進成長

並列摘要

This study explored the cognitive differences on the importance and the accomplishment between teachers who have participated in the program and those who have not on the evaluation indicators for the program of high-quality transformation in Yunlin county. This study designed the questionnaire based on the evaluation indicators for the program of high-quality transformation in Yunlin county. The samples of this survey were from 23 elementary schools in Yunlin County, containing 280 faculties at elementary schools. Utilizing LISREL model, this study tested the 6 hypotheses. The results indicated that teachers who had participated in the program and those who had not agreed that on the evaluation indicators for the program of high-quality transformation in Yunlin county could exactly evaluate the educational quality. Teachers who had participated in the program comparing with those who had not indicated significant higher accomplishment on the construction of multi-dimensional abilities for students, the development and implementation of school curriculum, enhancements and professional development for teachers' teaching capabilities, administrative mechanisms effectively support teaching, and the construction and planning of specialist school. There is no significant difference on the cognition of importance. Therefore, the management implications of this study were as follows. Schools which had not participated in the program can inspect and learn from the experience of successfully-transformed schools to seek the direction of development. Schools can assimilate management concept to establish high-quality school brand image and achieve the goal of sustainable management while implement the program. Besides, an advice for education administration authority is practicing the educational idea of ”positive discrimination” to make the remote and cultural-disadvantaged children have a chance to get cultural compensation.

並列關鍵字

specialist school ； evaluation indicators ； education quality ； multi-dimensional abilities

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