本研究旨在探究臺灣地區公立國民小學推展特色學校之現況與推動情形,以及對學生的影響及其相關性。 本研究採用問卷調查法,以臺灣國民小學之教育人員為母群體,包括校長、主任/組長、教師、行政人員,進行分層隨機抽樣。共發出504份問卷,回收有效樣本364份,回收率達72.22%。使用自編之「國民小學推展特色學校調查問卷」為研究工具,經專家效度評估及預試分析後,根據項目分析及因素分析的結果,建立正式問卷;採用描述性統計、獨立樣本t檢定、單因子變異數分析與LSD多重比較法等統計方式進行資料處理與分析,研究結果發現: 一、國民小學推展特色學校之現況,以「學習領域」表現最好。 二、整體題項中,以「學校開設學生社團發展學校特色」得分最高。 三、背景變項以「現任職務」、「服務年資」、「學校地區」、「學校規模」、「學校特色來源」在推展特色學校的表現達到顯著差異。 (一)在國民小學推展特色學校的「整體」表現上,以「校長」職務優於「主任/組長」與「教師」職務;學校規模以學校班級數「12班以下」高於「49班以上」的學校。 (二)在「資源運用」面向中,以「5年以內」的服務年資的教育人員高於「11-20年」與「21年以上」服務年資的教育人員在推展特色學校的表現;其次,「北部」地區的國民小學在推展特色學校的表現高於「中部」及「南部」地區的國民小學。 (三)學校的特色來源在「計畫團隊」、「公共資源」、「課程資源」、「資源運用」、「學習領域」、「領導管理」、「課程模式」、「支持參與」及「校園營造」及「整體量表」面向中達到顯著差異,以「自然景觀」為特色的學校在推展特色學校的表現,優於其他以「校園建築」、「校方營造的主題」、「學生社團」為特色的學校;其次,以「社區特色產物」為特色的學校在推展特色學校的表現,也優於「校方營造的主題」為特色的學校。 最後依據本研究結果提出建議,研究者針對縣市教育局、教育推動者及後續研究者提出相關建議。
The purpose of this study was to investigate the current development and promotion of featured schools among public elementary schools in Taiwan. The effects of promoting featured schools for students and the correlations among related variables were examined. The research adopted questionnaire survey, and the sample population consisted of elementary school educators in Taiwan. The questionnaire was administered to principals, directors/section chiefs, teachers, and administrative staffs based on stratified random sampling. From the 504 questionnaires administered, 364 valid responses were obtained, resulting in a valid response rate of 72.22%. The instrument was a self-developed “Questionnaire on Development of Featured Elementary Schools”. Through expert evaluation and pretest analysis, according to the results of item analysis, and factor analysis, the final questionnaire was built. The methods to collect data were including descriptive statistics, independent-sample t-test, one-way ANOVA, and LSD multiple comparisons. The findings are as following: 1.In terms of the current development of featured elementary schools, the best performance was seen in the aspect of “learning areas”. 2.Overall, “establishing student clubs to develop school feature” was given the highest score. 3.Among the background variables for featured schools, “current position”, “seniority”, “school region”, and “source of school features” significantly affected the educators’ responses. (1) The performance of the whole featured schools, the position of “principals” is superior to “officer/leader” and “teacher”. The school scale is from schools with “fewer than 12 classes” gave higher scores than those from schools with “more than 49 classes”. (2) In the “use of resources”, the educators who have service experience within five years are higher than those who are between 11 to 20 years and above 21 years in the characteristics of school performance. The characteristics of school performance in northern elementary schools are higher than central and southern ones. (3) The featured resources of the school in “project team”, “public resources”, “curriculum resources”, “resources use”, “learning areas”, “leadership and management”, “curriculum model”, “support participation”, “campus creating”, and “overall scale” reached significant differences. According to the performance in developing featured schools, the school featured in “nature landscapes” are scored highly then the ones featured in “school building“, “created theme by school” and “student clubs”. On the other hand, “community characteristics product” in performance is also superior to the “created theme by school”. First, educators whose school features come from “natural landscapes” gave higher scores than those whose school features come from “school building“, “the school to create a theme” and “student clubs”. Second, the community product characteristics in performance are superior to the creative theme in school. Based on research results, this study proposed suggestions to the EDB counties, education agents and future researchers respectively.
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