彰化縣國民小學學校行銷、校長領導風格、學校本位課程發展及學校效能之研究

The Relationships between School Marketing, Leadership of Principal, School-based Curriculum Development among School Effectiveness：Evidence from the National Primary School of Changhua County

楊杏琳(Xing-Lin Yang)

指導教授 ： 張淑貞

國立虎尾科技大學/管理學院/經營管理研究所在職專班/碩士(2010年)

https://doi.org/10.6827/NFU.2010.00065

摘要

摘要
本研究旨在探討彰化縣國民小學學校行銷、校長領導風格、學校本位課程發展及學校效能之現況；並分析不同背景變項之教職員及家長，其知覺學校行銷、校長領導風格、學校本位課程發展與學校效能之差異情形。進而，了解學校行銷、校長領導風格及學校本位課程發展的相關情形；最後，分析學校行銷、校長領導風格及學校本位課程發展對學校效能的影響。
本研究以問卷調查法進行，取樣對象為彰化縣國民小學教職員、學生家長。茲將研究結果顯示於下：
1.在彰化縣國民小學教職員方面，學校行銷、校長領導風格、學校本位課程發展與學校效能之現況良好，且分別以「增加家長參與校務機會」、「任務倡導、關懷及激勵士氣」、「課程實施與評鑑」及「環境設備規劃」最受重視。再者，其對學校行銷、學校本位課程及學校效能之知覺，會因學校地區不同而有所差異；其中，彰化市教職員的知覺程度高於一般鄉鎮，而一般鄉鎮又高於偏遠地區。但是教職員不會因性別、年齡、身份、最高學歷、服務年資及學校規模不同，而對學校行銷、校長領導風格、學校本位課程及學校效能之知覺有所差異。
2.在彰化縣國民小學學生家長方面，學校行銷以「宣揚師生表現」最受重視，學校效能則以「師生表現與行政組織」方面最佳。再者，其對學校本位課程之知覺，會因年齡不同而有顯著差異；其中，年輕者之知覺程度高於年長者；此外，曾擔任家長會委員或義工者，其對學校行銷及學校效能的知覺程度顯著高於無擔任者。但是家長對學校行銷、學校本位課程及學校效能之知覺，不會因性別、職業、最高學歷、學校規模及學校地區不同而有所差異。
3.學校行銷、校長領導風格及學校本位課程發展之間達顯著正相關。
4.學校行銷、校長領導風格及學校本位課程發展對學校效能有正向影響。

關鍵詞：學校行銷、校長領導風格、學校本位課程發展、學校效能

關鍵字

學校行銷 ； 校長領導風格 ； 學校本位課程發展 ； 學校效能

並列摘要

Abstract
To investigate the relationships among school marketing, leadership of principal, school-based curriculum development and school effectiveness in the national primary school of Changhua County is mainly goal of this study. Our sample data is obtained by surveys of the faculty of a school as well as parent of students. This study uses approaches of factor analysis and canonical correlation to discuss the relationships among these variables according to the faculty of a school as well as parent of students. In addition, this study wants to investigate the effect of school marketing, leadership of principal and school-based curriculum development on school effectiveness.

The major conclusions of this study are as follows:
1. Regarding to the faculty of the primary school, there are four issues are paid attention by the faculty of the primary school. First, it is increasing chances of parents involved in their children's schools. Second is to advocate tasks as well as to concern and inspire morale. Third, it is to implement and evaluate curriculum. Fourth, it is to plan inside and outside environment and their equipment.
Moreover, their perception level has different effects according to different regions. In the city, it has higher effect than one in the town. However, in the town, it has higher effect than one in the country. In addition, they are not difference in school marketing, leadership of principal, school-based curriculum development and school effectiveness under different background.

2. Regarding to parents of students, to advocate performances of teachers and students is an important issue for school marketing. However, for school effectiveness, the issue in performance of teachers and students as well as administrative organization is to do best.
In addition, their perception level has different effects according to different ages. The perception level in younger is higher than one in elder. Moreover, the perception level of school marketing and school effectiveness for parents who have served as members or volunteers of the parents’ association is obviously higher than others. They are not difference in school marketing, school-based curriculum development and school effectiveness under different background for the parents of students.

3. There is a significant and positive correlation among school marketing, leadership of principal and school-based curriculum development.

4. The effect of school marketing, leadership of principal and school-based curriculum development on school effectiveness is positive effect.

Keywords: School Marketing. Leadership of Principal. School-based Curriculum Development. School Effectiveness.

並列關鍵字

School Marketing ； Leadership of Principal ； School-based Curriculum Development ； School Effectiveness

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