雲林縣國小教師對轉型優質評鑑與學校效能知覺之相關研究

A Study on the Perception related to Transformative Quality Evaluation and School Effectiveness from the Primary School teachers in Yunlin County

鄭詠耀(Yung-Yao Cheng)

指導教授 ： 鄭勝耀

國立中正大學/教育學院/教育學研究所/碩士(2014年)

摘要

本研究旨在探討雲林學校轉型優質評鑑與學校效能之間的關係，以已通過雲林縣優質轉型計畫審查，且有兩年以上計畫實施經驗之縣內小校為母群體進行抽樣研究，分析不同背景之教師在轉型優質評鑑與學校效能兩者之間的差異情形。
研究者先蒐集國內外相關文獻為依據，將學校效能的層面定義為四大面向：「行政服務與運作」、「教師專業與教學」、「學生表現」及「社區資源統合」，並將轉型優質評鑑指標內涵與實際實施情形歸納為六類：「學生多元學習能力的建構」、「學校本位課程的規劃與實施」、「教師教學精進與專業發展」、「行政機制有效支援教學」、「學校與社區的共生共榮」以及「學校特色與營造規劃」，自編成「轉型優質評鑑與學校效能問卷」為研究工具，以問卷調查方式探討參與雲林縣轉型優質評鑑國小教師之性別、年齡、服務年資、現任職務、學校位置、學校規模、學校首度參與年度、參與評鑑次數、設計計畫次數對學校效能與轉型優質評鑑的差異情形，經專家審查與項目分析等增加問卷的信、效度，再採分層隨機抽樣，將參與轉型優質評鑑知學校分成三類共抽取30所學校，有效問卷回收有167份，將調查所得資料分別採描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜績差相關及多元回歸分析等統計方法，進行資料處理分析。
研究所得到的結論如下：
一、得知參與轉型優質評鑑教師對於學校效能與轉型優質評鑑的認知差異。
二、參與轉型優質評鑑教師對在學校效能上於「教師專業與教學」得分最高，不同「性別」、「服務年資」、「職務」、「學校位置」、「參與轉型優質評鑑次數」、「設計轉型優質計畫次數」之教師，在學校效能分層「行政服務與運作」、「教師專業與教學」、「學生表現」、「社區資源統合」上有顯著差異。
三、參與轉型優質評鑑教師對轉型優質評鑑於「學校本位課程的規劃與實施」平均得分最高，不同「性別」、「服務年資」、「職務」、「學校位置」、「學校首次參與轉型優質評鑑年度」、「設計轉型優質計畫次數」之教師，在轉型優質評鑑分層「學生多元學習能力的建構」、「學校本位課程的規劃與實施」、「教師教學精進與專業發展」、「行政機制有效支援教學」、「社區與學校的共生共榮」上有顯著差異。
四、轉型優質評鑑內涵對學校效能具有預測力。
最後根據研究結果與討論，提出建議供教育行政機關、轉型優質學校及後續研究之參考。

關鍵詞：轉型優質評鑑、學校效能、學校本位課程、雲林縣、小型學校

關鍵字

學校本位課程 ； 學校效能 ； 轉型優質評鑑 ； 雲林縣 ； 小型學校

並列摘要

The aim of the research is to explore the correlation between Yunlin county school transformative quality evaluation and perception of school effectiveness. This dissertation focus on randomly choosing samples about the Yunlin county small-size primary schools which passed evaluation of quality transformative project, and executed for more than two years.
First of all, researcher collected references around the world as basis and defined four perspective about school effectiveness – “administrative service and execution”, “profession and teaching of teachers”, “performance of students”, “combination of social resource” – Inducing the transformative quality evaluation index connotation and practical execution as six types – “construction about the differential learning ability of students”, “plan and execution of school based curriculum”, “improvement and professional development of teachers”, “administrative mechanism effectively supporting teaching”, “correlation between school and community”, and “characteristic and plan of school”. Building “questionnaire of transformative quality evaluation and perception of school effectiveness” as a research tool to explore the difference between school effectiveness and transformative quality evaluation related to the sex, age, duration, position, school location, size, the first attending year, times of evaluation, and times of designing project of primary school teachers attending transformative quality evaluation in Yunlin county. In order to increase the availability of questionnaires, the specialists examined and analyzed those. The research adopted thirty random samples from three types of transformative quality evaluation schools respectively. From one hundred and sixty-seven questionnaires, the research analyzed data with descriptive statistic, independent sample t test, single factor variance analysis, Pearson correlation underperformance, and multiple regression analysis.
The conclusions are as follows:
1.Attainment difference of the perception of primary school teachers who attend transformative quality evaluation about school effectiveness and transformative quality evaluation.
2.Teachers who attend transformative quality evaluation got the greatest points in “profession and teaching of teachers”, different “sex”, “duration”, “position”, “school location”, “times of evaluation”, and “times of designing project teachers” make dramatic difference between “administrative service and execution”, “profession and teaching of teachers”, “performance of students”, “combination of social resource”.
3.Teachers who attend transformative quality evaluation got the greatest points in “plan and execution of school based curriculum”. Different “sex”, “duration”, “position”, “school location”, “the first attending year”, and “times of evaluation” teachers make dramatic difference between “construction about the differential learning ability of students”, “plan and execution of school based curriculum”, “improvement and professional development of teachers”, “administrative mechanism effectively supporting teaching”, “correlation between school and community”.
4.Transformative quality evaluation connotation can predict the effectiveness of schools.
Eventually, the research can provided to educational administration, transformative quality schools, and researches in the future according to the results and discussion.

並列關鍵字

school based curriculum ； school effectiveness ； transformative quality evaluation ； Yunlin county ； small-size school

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