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  • 學位論文

高職學校人員對學校自我評鑑訓練需求之研究

A Study of Training Needs for the Faculty and Staff of Senior Vocational School Self-Evaluation

指導教授 : 曾淑惠

摘要


本研究旨在瞭解高職學校人員對學校自我評鑑訓練之需求程度,並分析不同背景變項的高職學校人員對於學校自我評鑑訓練需求之差異情形。本研究採問卷調查法,以教育部公布之94學年度152所高職學校人員為母群體調查對象,共計發放640份問卷,回收517份,得有效問卷495份。統計方法以描述性統計、t考驗、單因子變異數分析後,獲得以下結論: ㄧ、高職學校人員對學校自我評鑑訓練需求之類型包括評鑑訓練途徑以及評鑑訓練內容,下分為評鑑訓練形式、評鑑訓練方式、評鑑訓練辦理單位、認知內容、情意內容、技能內容。 二、高職學校人員對學校自我評鑑訓練形式認同顯著高於中等程度,而以研討會、工作坊、研習會認同較高。 三、高職學校人員對學校自我評鑑訓練方式認同顯著高於中等程度,而以實務經驗、講師授課認同較高。 四、高職學校人員對學校自我評鑑訓練辦理單位以專業評鑑團體最受青睞。 五、高職學校人員對學校自我評鑑訓練內容之認知內容需求顯著高於中等程度,而以瞭解學校自我評鑑目的、瞭解學校自我評鑑重點所在需求較高。 六、高職學校人員對學校自我評鑑訓練內容之情意內容需求顯著高於中等程度,且對各情意內容訓練之需求無差異性。 七、高職學校人員對學校自我評鑑訓練內容之技能內容需求顯著高於中等程度,而以瞭解計畫投資報酬率需求程度最低。 八、不同性別、學校屬性、學校類別、學校自我評鑑經驗的高職學校人員對評鑑訓練需求途徑具顯著差異。 九、不同職校服務年資、現任職務、學校自我評鑑經驗的高職學校人員對評鑑訓練需求內容具顯著差異。

並列摘要


This study was aimed to investigate the training needs of self-evaluation for faculty and staff in senior vocational schools, as well as to analyze the different training needs of school self-evaluation from faculty and staff with various backgrounds. In this study, the population was 19,158 who work in senior vocational schools in 2005 academic year’s list, and 640 copies of survey were sent to 33 schools which were sampled from the list. Total of 517 copies were retrieved from the samples and 495 copies are valid. Statistical techniques were adopted to carry out description statistics, T-test, One-way ANOVA. Based upon the analyzed data, following conclusions are drawn: 1. Training needs of faculty and staff in vocational school self-evaluation include: the approach of training needs of evaluation, and the material of training needs of evaluation, which could be subdivided into the formality of training needs of evaluation, the mode of training needs of evaluation, the sponsor of training needs of evaluation, cognitive domain, affective domain, together with psychomotor domain. 2. The formality of training needs of self-evaluatio for faculty and staff in senior vocational school was significantly higher than medium level. The symposium, workshop and lstudy meeting have better recognition among the provided options. 3. The mode of training needs of self-evaluation for faculty and staff in senior vocational school was significantly higher than medium level. The practicum experience and lecture giving have better recognition among the provided options. 4. Faculty and staff in senior vocational school prefer to let a professional party taking charge of tailoring the approach of training needs of evaluation for them. 5. The material of cognitive domain of training needs of self-evaluation for faculty and staff in senior vocational school was significantly higher than medium level. Understanding the pourpose and emphasis of self-evaluation have better recognition among the provided options. 6. The material of affective domain of training needs of self-evaluation for faculty and staff in senior vocational school was significantly higher than medium level. It dosen’t have significant differences among the provided options. 7. The material of psychomotor domain of training needs of self-evaluation for faculty and staff in senior vocational school was significantly higher than medium level. Understanding how to compute the rate of return on investment have lower recognition among the provided options. 8. There are significant differences in the preferred training approach for the faculty and staff with different genders, experience in self-evaluation, and from schools with different characteristics. 9. There are significant differences in the preferred training material for the faculty and staff with different seniority, position, experience in self-evaluation.

參考文獻


胡俊鱷(民89),評鑑經驗的分享。技術及職業教育雙月刊,56,61-62。
曾堪仁(民89),台灣省八十七學年度職業學校訪評後感。技術及職業教育雙月刊,56,50-53。
劉世勳(民89),「高職評鑑」後記。技術及職業教育雙月刊,56,56-58。
賴銘欽(民89),高職評鑑-工業類科之分析與探討。技術及職業教育雙月刊,60,44-51。
曾淑惠(民95),高職學校評鑑阻礙之研究。教育政策論壇(已接受)。

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陳清梅(2014)。我國導遊人員在職訓練現況與需求分析〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0006-2107201417434500

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