台北縣國中教師對教務行政品質需求及滿意狀況之研究

A Study on the Demand and Satisfaction with Quality of Academic Administration of Junior High School Teachers in Taipei County

黃淑美(Huang shu-mei)

指導教授 ： 吳明清博士

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2003年)

摘要

本研究在於瞭解台北縣國民中學教務行政品質的需求以及教師對現行教務行政品質的滿意狀況。先蒐集整理「品質」和「教務行政」的概念和相關研究，再以自編問卷為調查工具，將台北縣的國中分為大、中、小三類型學校，並以隸屬行政區（縣轄市、鎮、鄉）之級別，抽出17所國中480位教師為施測對象，採用SPSS for Windows 10.0版套裝軟體，進行統計分析。
本研究重要發現如下：
一、在需求部分
教師對教務行政品質的需求達中上程度，其需求高低依序為：1.創造支持的教學環境、2.塑造和諧合作的人際關係、3.確保教學品質、4.營造學校學習氣氛、5.協助教師專業成長、6.提升課程品質。
不同學校變項（學校規模、學校歷史、學校所屬行政區）之教師對教務行政品質的需求，並無顯著差異。不同個人變項（性別、年齡、職務、年資、學歷、任教領域、是否擔任召集人）之教師，對教務行政品質的需求，會因年資、學歷、任教領域、是否擔任召集人等不同而有顯著差異。
二、在滿意狀況部分
教師對教務行政目前所提供的服務，滿意度達中等程度。其高低依序為：1.創造支持的教學環境、2.營造學校學習氣氛、3.確保教學品質、4.塑造和諧合作的人際關係、 5.協助教師專業成長、6.提升課程品質。
不同學校變項之教師對教務行政品質的滿意度因學校行政區、學校規模不同而有顯著差異。不同個人變項部分則會因性別、職務不同而有顯著差異。
三、在需求與滿意狀況的落差部分
教師的需求與滿意狀況有落差，需求高於滿意，其落差大小依序為：1.創造支持的教學環境、2.塑造和諧合作的人際關係、3.協助教師專業成長、4.提升課程品質、5.確保教學品質、6.營造學校學習氣氛。
不同學校變項之教師對教務行政品質，在需求與滿意狀況的落差上，會因學校行政區、學校規模不同而有顯著差異。不同個人變項部分則會因性別、職務不同而有顯著差異。

關鍵字

行政品質 ； 教務行政 ； 教務行政品質

並列摘要

This study attempted to understand the junior high school (JHS) teachers’ demand and their satisfaction with academic administration quality through questionnaire survey. Questionnaire survey was proceeding that sampling from 480 teachers at 17 different junior high schools of Taipei County. Descriptive statistics, ANOVA, Scheffe’ method were used for data analysis. According to the results of this research, the following conclusions were obtained：
1.The priority quality among the six aspects that teachers demand for providing from school academic-administration was from creating a supporting teaching-environment, constructing a harmonic and cooperative humans relationship, ensuring teaching quality, building a learning atmosphere, assisting up-gradation of teachers’ professional knowledge, promoting school curriculum.
2. Based on the variables of school-term, including school scale number, school age and school location, the results in teachers’ demand for academic administration quality showed no apparent differences. Whereas, based on the variables of personnel-term, including teachers’ sex, age, working position, working years, academic degree, teaching subject and assigned to subject Committee-in-Chief or not, showed a significant discrepancy.
3. JHS teachers’ satisfaction with current academic administration quality arrived at a mid-level. The priority of teachers’ satisfaction with school academic administration in aspects is separately from creating a supporting teaching-environment, building a learning atmosphere, ensuring a high-level teaching quality, constructing a harmonic and cooperative human relationship, assisting up-gradation of teachers’ professional knowledge, promoting school curriculum.
4. Based on the variables, JHS teachers’ satisfaction with current school academic administration quality showed pronounced differences not only in school terms of both school location and school scale, but also in personnel terms of both teachers’ sex and working position.
5. According to the degree the gap between teachers’ demand and satisfaction in aspects by turns are creating a supporting teaching-environment, constructing a harmonic and cooperative human relationship, assisting up-gradation of teachers’ professional knowledge, promoting school curriculum, ensuring a high-level teaching quality, and building a learning atmosphere.
6. Based on the variables, JHS teachers’ satisfaction with current academic administration quality showed pronounced differences in school terms of both school location and school scale and in personnel terms of both teachers’ sex and working position.

並列關鍵字

administration quality ； academic administration ； academic administration quality

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