In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.

From 2017 to 2019, the primary strategy to improve public schools in the U.S. was increasing competition through the expansion of charter schools and the promotion of vouchers to send public school students to private schools. The problem this presented was that key education leaders had not provided adequate input and feedback into this strategy. The purpose of this qualitative study was to gather the perspectives of accomplished education leaders on how Tiebout's theory of competition and the concept of the Ontario K-12 School Effectiveness Framework impacted quality, trust, and capacity. Data were collected using semistructured interviews with a purposeful sample of 15 accomplished education leaders from the charter/school choice community and traditional public schools. Data were analyzed using Bernauer's modified three-phase method. School and classroom leadership, meaningful and informative assessment that guides instruction, substantive student engagement, and a focus on a strong curriculum and effective teaching were the key themes that aligned with quality, trust, and capacity. Education leaders did not see Tiebout education as a key driver that would alone improve the quality of public education. Leaders believed that some schools improved in response to Tiebout competition but also shared cautions on the diminishing returns, collateral damage, and equity concerns because Tiebout competition created winners and losers. Social change may be impacted by the results of this study in that the results define and share examples of healthy and unhealthy competition in public education. The results of this study can help inform policy makers and educators as they create opportunities that will enhance the long term personal and economic success of all U.S. students.

There is a perceived crisis concerning public education in the United States. This has led to an increase in the use of standardized tests for the purpose of measuring school effectiveness. However, the use of standardized tests for this purpose is problematic. Among these problems is the concern that standardized tests may not measure what parents believe are the most important attributes of an effective school. Unfortunately, there is little in the way of empirical evidence regarding parent beliefs in this area. The purpose of this research was to answer the following four questions. 1. What do parents of school-aged children in Utah feel are the most important attributes of an effective school? 2. Are there statistical and practical differences between levels of respondents' association with public schools and their responses to question #1? 3. Are there statistical and practical differences between levels of respondents' level of education and their responses to question #1? 4. Are there statistical and practical significant differences between respondents' gender and their responses to research question #1? A mail survey of 800 randomly selected Utah parents of school-aged children was conducted to address these questions. To answer research question #1, the method of paired comparisons was used to derive a parent ranking of eight attributes of an effective school. To answer research questions #2, #3, and #4, a chi-square analysis of association was conducted. The practical significance of these results was assessed through the calculation of the effect size w. In total, 199 usable surveys were returned. Results indicated that parents believed that providing students with a balanced curriculum that encourages a wide range of learning experiences and providing students with the skills necessary to become a productive and useful citizen were more important attributes of an effective school than providing students with a good understanding of basic academic skills. This result is important because it indicates parent support for two attributes of an effective school-wide range of learning experiences and skills to become a productive and useful citizen-that are difficult to measure through the use of standardized tests.

This study examined the perceptions of principals, teachers, and support staff at 3 PREPS-identified value added and three PREPS-identified value subtracted elementary schools in Mississippi to determine if there were effective schools practices in the areas of instructional and organizational systems that were unique to either group. The Survey of Instructional and Organizational Effectiveness from the National Study of School Evaluation was used to measure strengths and limitations of the effectiveness of the instructional practices and organizational conditions of each school. Descriptive statistics and comparative analysis were used to analyze responses to the 24-item survey. Results showed there were statistically significant differences between the value added and value subtracted schools for the categories of curriculum, instructional design, assessment, and leadership for school improvement. There were no significant differences in the categories of educational agenda, community-building, and culture of continuous improvement and learning.

Education policies tend to target failing schools that are often located in disadvantaged communities. However, the use of high-stakes testing to identify and punish failing schools has become increasingly controversial. An overemphasis on test scores to determine school quality has led to unintended consequences and overshadows other valuable school-based resources that parents feel meaningfully contribute to students' academic experiences. To better understand how low-SES parents describe their children's low performing schools, I interviewed 92 families in an under-served community. Through these interviews I illuminate the school-based resources that contribute to school quality. In fact, these additional elements were often more important signifiers of school quality for low-SES parents than were test scores.

[pt] Esta tese tem como objetivo investigar a eficácia e a equidade em uma instituição privada de natureza filantrópica e de reconhecido prestígio acadêmico, localizada na cidade de Juiz de Fora – MG. O referencial teórico foi elaborado a partir dos conceitos de equidade de Rawls (2003) e Dubet (2004, 2008) e de justiça escolar e de discriminação positiva propostos, respectivamente, por Crahay (2000) e Dubet (2008). De maneira complementar, recorreu-se a estudos que abordam o tema da eficácia e da equidade escolar no contexto brasileiro. A pesquisa apresenta desenho longitudinal e faz uso de dados de perfil e dos resultados dos estudantes nas três medidas de desempenho do Programa de Ingresso Seletivo Misto da Universidade Federal de Juiz de Fora – PISM-UFJF, avaliação aplicada ao final de cada ano letivo do Ensino Médio. Os resultados dos estudantes foram organizados em cinco grupos de comparação: o grupo de interesse, composto por estudantes de baixo nível socioeconômico que recebem bolsas integrais para cursar o Ensino Médio na escola filantrópica, e outros quatro grupos de comparação, um formado pelos estudantes pagantes da escola filantrópica e três constituídos por estudantes de escolas públicas. No tratamento dos dados foram utilizados métodos mistos: quantitativos e qualitativos. Os primeiros envolveram modelos de regressão para estimação dos efeitos do nível socioeconômico sobre o desempenho dos alunos no PISM e sobre as escolhas de carreiras. Complementarmente, análises qualitativas foram produzidas a partir de entrevistas semiestruturadas realizadas com bolsistas e gestores da escola filantrópica, cujos roteiros foram elaborados em diálogo com as características de escolas eficazes verificadas para o Brasil por Alves & Franco (2008). Os resultados da pesquisa confirmam a significativa correlação entre o nível socioeconômico e a proficiência dos estudantes verificada em outras pesquisas e apontam para evidências de eficácia escolar e de equidade promovidas pela escola filantrópica. As análises quantitativas mostraram que os alunos bolsistas obtiveram maiores proficiências que os estudantes de características semelhantes dos grupos de comparação matriculados nas outras quatro escolas. Os resultados também foram interpretados com base em análises qualitativas e, em linha com as pesquisas brasileiras em eficácia escolar, identificaram condições intraescolares que atuam como fatores importantes de eficácia, notadamente a infraestrutura escolar, o clima acadêmico, a gestão, a ênfase pedagógica e a atuação dos professores. O estudo também aponta para uma questão que merece ser melhor investigada: o peso da origem social na escolha dos bolsistas de carreiras universitárias de menor prestígio acadêmico, mesmo em se tratando de estudantes que frequentaram o Ensino Médio em uma escola eficaz, promotora de equidade e reconhecida socialmente como uma escola de excelência. / [en] The present study aims to investigate effectiveness and equity in a private institution with a philanthropic nature and recognized academic prestige, located in the city of Juiz de Fora – MG. The theoretical framework was drawn up based on the concepts of equity by Rawls (2003) and Dubet (2004, 2008) and of school justice and positive discrimination proposed by Crahay (2000) and Dubet (2008), respectively. In a complementary manner, studies that approach the issues of effectiveness and school equity in the Brazilian context were also implemented. The research resorts to a longitudinal drawing and uses profile and results data from students in the three measures of development of Universidade Federal de Juiz de Fora - UFJF s Programa de Ingresso Seletivo Misto - PISM-UFJF, an exam that is applied at the end of each academic year of High School. The students results were organized in five comparison groups: the interest group, composed by students with a low socio-economic status that receive a scholarship to attend the philanthropic school, and other four comparison groups, one consisting of paying students of the philanthropic school and three consisting of students from public schools. In the data analysis, mixed methods were used: quantitative and qualitative. The first ones involved regression models to measure the effects of the socio-economic status on the students development on PISM and on career choices. Furthermore, qualitative analysis were developed from semi-structured interviews with scholarship-holding students and the philanthropic school s managers, the scripts of which were elaborated in relation with the characteristics of effective schools identified for Brazil by Alves and Franco (2008). The research findings confirm the significant correlation between socioeconomic status and the students proficiency identified in other research and points to the evidence of educational effectiveness and equity promoted by the philanthropic school. The quantitative analysis showed that scholarship-holding students achieved higher proficiency than students with similar characteristics from the comparison group enrolled in the other four schools. The results were also interpreted according to qualitative analysis and, in accordance with the Brazilian studies about school effectiveness, identified that internal school conditions such as infrastructure, academic environment, management, pedagogic emphasis and teacher performance are important effectiveness factors. The study also points to an issue that deserves a better investigation: the weight of the social origin on the scholarship-holding students choices of lower academic prestige careers, even if they attended an effective equity promoter and socially acknowledged excellence school during High School.

Value-added models (VAMs) have become widely used in evaluating teacher accountability. The use of these models for high-stakes decisions making has been very controversial due to lack of consistency in classifying teachers as high performing or low performing. There is an abundance of research on the impact of various student level covariates on teacher value-added scores; however, less is known about the impact of teacher-level and school-level covariates. This study uses hierarchical linear modeling to examine the impact of including teacher characteristics, school characteristics, and student demographics aggregated at the school level on elementary mathematics and reading teacher value-added scores. Data for this study was collected from a large school district in north Texas. This study found that across all VAMs fitted, 32% of mathematics teachers and 37% of reading teachers changed quintile ranking for their value-added score at least once across all VAMs, while 55% and 65% of schools changed their quintile ranking of value-added scores based on mathematics and reading achievement, respectively. The results show that failing to control for aggregated student demographics has a large impact on both teacher level and school level value-added scores. Policymakers and administrators using VAM estimates in high-stakes decision-making should include teacher- and school-level covariates in their VAMs.

本研究旨在探究國民小學校長讀書會團隊學習與學校效能之關係。本研究採用問卷調查之研究法，問卷調查樣本以臺灣地區基隆市、台北市、台北縣、桃園縣、宜蘭縣、新竹縣、新竹市及苗栗縣八縣市公立國民小學校長為研究對象，共計抽取391位公立國民小學校長，樣本回收247份，回收率為63.17%；樣本可用227份，可用率58.1%。研究工具包含自編之「國民小學校長團隊學習調查問卷」及採用之「國民小學學校效能調查問卷」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式（SEM）分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下： 一、國民小學校長團隊學習之內涵包括績效滿意、責任義務、目標承諾、一般承諾、互補技能與團隊衝突。 二、國民小學學校效能之內涵包括學校建築環境設計、學校行政領導、教師教學效能、學生整體表現、社區家長支持與學校組織氣氛。 三、校長團隊學習的得分程度佳，並以「責任義務」得分最高，而「績效滿意」得分最低。 四、學校效能的現況得分程度佳，並以「學校行政領導」能力表現最佳，以「教師教學效能」能力得分最低。 五、校長背景變項中，性別、最高學歷及學校區域在校長團隊學習的得分差異達顯著水準，但在年齡、校長年資、學校規模未達顯著差異。 六、校長背景變項中，性別、年齡及最高學歷對學校效能的得分差異達顯著水準，但校長年資、學校規模及學校區域未達顯著差異。 七、校長團隊學習與學校效能間呈顯著正相關。 八、校長團隊學習對學校效能具有中度預測力，且以責任義務最具有預測力。 九、校長讀書會團隊學習對學校效能的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、宜有計畫推行、倡導並輔助校長讀書會的成立。 二、教育行政人員一同加入參與校長團隊學習，達到資源互助與共同成長。 三、協助校長讀書會之成功經驗出版或網站建構。 四、舉辦增進校長學校經營效能之團隊學習進修活動。 五、建立完整之國小校長在職訓練發展制度。 六、針對校長讀書會給予經費上的補助。 貳、對國民小學校長的建議 一、校長參與讀書會團隊學習時，應對績效滿意、責任義務、目標承諾、一般承諾、互補技能與團隊衝突有所關注。 二、參與校長讀書會團隊學習首重責任義務。 三、校長應有計畫，且有恆心、毅力的參與校長讀書會團隊學習。 四、各個校長讀書會團隊間應頻繁接觸，以增進交流、對話並學習。 五、建置校長讀書會經驗分享平台，以幫助個人與團隊之成長與發展。 六、注重專業知能與實踐能力，以持續進修達成自我能力之躍進。 七、邀請資優的退休校長或表現優良的現職校長積極參與校長讀書會以分享豐富經驗。 / The main purpose of this research is to study the relationship of principals’ book club team learning and school effectiveness in elementary schools. The research methods used was questionnaires investigation. The research instrument was distributed to 391 public elementary school principals inclusive of Taipei City, Taipei County, Keelung City, I-Lan County, Taoyuan County, Hsin Chu County, and Miaoli County. There are totally 227 valid samples used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, multiple regression and SEM through the use of LISREL 8.71. The conclusions drawn from the study were as follows: 1. The principals’ book club team learning includes: Commitment to Purpose, Commitment to a Common Approach, Complementary Skills, Accountability, Team Conflict, Team Performance and Satisfaction. 2. The school effectiveness includes: School’s Environment and Facilities, School’s Administrative Leadership, Teacher’s Teaching Effectiveness, Student’s Comprehensive Performance , Parental Support from Community, School Atmosphere. 3. All the elementary principals’ book club team learning got positive outcomes, and “Accountability” dimension ranks the highest, “Team Performance and Satisfaction” dimension ranks last. 4. All the elementary school effectiveness received positive outcomes, and “School’s Administrative Leadership” dimension ranks the highest, “Teacher’s Teaching Effectiveness” dimension ranks last. 5. The elementary school principals’ background demography district incurred a significant difference with all the principals’ book club team learning. 6. The elementary school principals’ background demography incurred a insignificant difference with all the school effectiveness. 7. The principals’ book club team learning for elementary school principals are positively correlated with the school effectiveness. 8. The principals’ book club team learning could positively predict the school effectiveness, especially “Accountability” dimension. 9. The model of the principals’ book club team learning to the school effectiveness for an elementary school principal is proper. In the last, based on the research results, the researcher proposes some suggestions for “Educational Administrative Agencies” and “the principals of elementary schools”, hoping to benefit the professional competence of principals and school principals in-service education in the future. Key words: principals’ book club, team learning, school effectiveness

長久以來，傳統性別角色刻板印象的框限，造成兩性資源分配的不當，女性在職場中多數扮演從屬的角色。以國民中學而言：女性教師是校園的多數，卻面臨校長大多為男性的結構性特色。有感於兩性平權逐漸成為公共論述的重要議題及兩性平等教育正在各級學校中深耕，本研究試著從國中校長的性別、性別角色出發，探索其與領導型態、學校效能之間的相關性，期能有深度的發現並能於研究過程中獲致深層的省思。 本研究所關心的問題有：1、校長的性別角色、轉換型領導型態及學校效能三者，是否會因校長性別之不同，而有差異？2、校長的轉換型領導程度與學校效能，是否會因環境變項之不同而有差異？3、校長的轉換型領導程度是否會因不同的性別角色而有差異？4、學校效能和校長的性別角色有多少相關？5、學校效能是否會因轉換型領導程度的不同而有差異？6、人口變項對校長性別角色、轉換型領導程度及學校效能究竟會造成何種影響？ 為了解前述問題，本研究除探討相關文獻外，以問卷調查為主要研究方法。問卷之對象以台北縣所轄公立中等學校內，實際擔任國民中學教學工作之編制內合格教師為母群體。樣本之選取係先以同規模之學校為叢集，並分別自四種規模之學校中隨機抽取70％之校數，再以每所學校分派6-7人為研究樣本。 本研究所採用的主要研究工具有「性別特質量表」、「轉換型領導量表」、「學校效能量表」等三種；欲採用之統計方法有：信度分析、因素分析、平均數的差異考驗、皮爾遜積差相關、單因子變異數分析(one-way ANOVA)Sheffe的事後比較。據此，本研究計有如下發現： 一、校長性別與性別角色、轉換型領導、學校效能關係方面；不同性別之校長所表現出的性別角色行為、轉換型領導程度、學校效能均未達顯著差異。 二、環境變項與校長轉換型領導及學校效能關係方面：地區別、學校規模別與校長轉換型領導、學校效能間存在顯著差異；校齡與二者之間均未達顯著水準。 三、校長性別角色與轉換型領導、學校效能關係方面：兩性化特質的校長其轉換型領導程度與學校經營效能均最高，其次依序為：女性化、男性化、未分化特質者。 四、校長轉換型領導程度與學校效能關係方面：校長的轉換型領導程度與學校效能之間，存在顯著正相關。 五、人口變項與校長性別角色、轉換型領導及學校能關係方面：在人口變項中與校長，往別角色、轉換型領導、學校效能之間存在顯著差異的有：服務年資別、年齡別；沒有顯著相關的為：性別、擔任職務別。 根據如上發現，本研究分別對教育行政機關、國民中學校長暨未來研究者提出建議。 / Due to the traditional stereotype of gender role, there are many discriminatory attitudes toward the female which cause the female still plays a secondary role in their professional fields. In the educational field of junior high schools, although the female teachers take the major proportion of the staff, the administrative structure of school is still of pro-male nature. Because of the importance of equality between men and women, this thesis begins from the analysis to the gender role of junior high school principles, then discusses the relationship between the gender of principle, the leading model and school effectiveness. The thesis hopes to derive some magnificent conclusions from the above analysis. The major concerns of this thesis are: 1.whether the gender role of principle, the transformational leadership and the school effectiveness will be influenced by the gender of principle? 2.whether the degree of transformational leadership and school effectiveness will be influenced by surrounding elements? 3.whether the leading degree of the transformational leadership will be different because of different gender role? 4.How much the degree of relationship between school effectiveness and gender role of principles? 5.whether the school effectiveness will be different because of the degree of transformational leadership? 6.what influence will the population variables cause to the gender role of principals', the degree of transformational leadership and school effectiveness? In order to resolve the above questions, the research method this thesis takes are literature review and opinion's survey with questionnaire. The subjects of questionnaire are the public junior high school teachers within the territory ofTaipei County. The survey tool this thesis takes are‘table of gender characters’,‘table of transformational leadership’and‘table of school effectiveness’. The statistic methods this thesis takes are reliability analysis, factor analysis, t-test, product-moment correlation, one-way ANOVA ,chi-square test. Therefore, the thesis concludes that: 1.In the respect of gender and gender role of principles, transformational leadership and school effectiveness: the gender role behaviors, transformational leadership and school effectiveness have not reached magnificent difference. 2.In the respect of the relationship between surrounding variables, transformational leadership and school effectiveness: there is significant difference exists in scale of school, location of school, degree of transformational leadership, however, no significant difference has been found in the age of school. 3.In the respect of gender role of the principles, transformational leadership and school effectiveness: the principles with characters of androgynous have the highest degree of transformational leadership and school effectiveness, then the femininity, the masculinity and the non-differentiation. 4.In the respect of the relationship between transformational leadership and school effectiveness: they are positive relevant to each other. 5.In the respect of the relationship between population variables, the gender role of principles, transformational leadership and school effectiveness: there is magnificent difference in the age of serving as teachers and age of teachers, however, there is no magnificent difference in the gender and duty. According to the conclusion, the thesis offers some suggestions to educational administratives, junior high school principles and respective researchers.

私立技專校院正面對新世紀的挑戰。社會、政治及經濟環境的快速變遷，學校如何能永續發展是必須面對的現實課題。私立技專校院董事會是否健全與對於校務運作的支持，對於學校組織文化和學校效能產生一定的影響力。本研究之主要目的即在瞭解臺灣私立技專校院學校董事會運作功能、學校組織文化與學校效能之關係，並透過對私立技專校院董事會運作功能、學校組織文化與學校效能之調查與實證分析，瞭解三個變項間之關係。 本研究採用調查研究法，以台灣地區73所私立技專校院的董事會、校長（副校長）、行政人員與教師為研究對象，以立意取樣方式分四個階層進行抽樣，共計發出657份問卷，有效回收問卷共計538份，有效回收率為81.9％。調查結果以T檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸及結構方程模式等統計方法進行資料處理。 本研究之主要發現如下：1. 私立技專校院董事會運作功能良好，並以「校務規劃」為最佳；2. 私立技專校院組織文化得分良好，並以「組織運作」為最佳；3. 私立技專校院的學校效能得分良好，並以「教學品質」為最佳；4. 董事會運作功能、學校組織文化與學校效能三者間具有正向關聯；5. 私立技專校院董事會運作功能及學校組織文化對學校效能有正向預測作用；6. 私立技專校院董事會運作功能、學校組織文化投與學校效能三者關係之模式適配度檢定獲得支持，能解釋主要變項間之關係。 根據以上之研究果，本研究提出數項建議以供私立技專校院董事會、私立技專校院、教育工作者、教育行政機關及未來研究時之參考。 / Due to the rapid change of social, political and economical environment, private technological universities and colleges are facing a new challenge in the new century; the sustainable development of schools has become an important issue. The directorates of private technological universities and colleges have been playing a critical role in schools’ organizational culture and effectiveness. The main objective of this study was to explore the relationship among directorate operation function, school organizational culture, and school effectiveness. Base upon survey and empirical analysis, this study tried to understand the relationship among directorate operation function, school organizational culture and school effectiveness. The objects of this study were the members of directorate, president (vice president), administrators, and teachers of 73 private technological universities and colleges in Taiwan. Based upon survey study, a total of 657 persons were chosen to join this study with a purposive sampling method under four levels and 538 valid questionnaires returned, the valid response rate was 81.99%. Statistical method such as T-test, one-way ANOVA, Pearson product moment correlations, stepwise multiple regression and structural equation modeling were used for data analysis. The major findings of this study included the followings: 1. the operation function of private technologies universities and colleges was found performed well, especially in “school planning” dimension. 2. The organizational culture of private technological universities and colleges performed well especially in “organizational operation” dimension. 3. The school effectiveness of private technological universities and colleges performed well especially in “teaching quality” dimension. 4. There were positive correlations among directorate operational function, school organizational culture and school effectiveness. 5. Directorate operational function and school organizational culture were showed to have positive predicting power toward school effectiveness. 6. The model fit of relationship among directorate operation function, school organizational culture and school effectiveness were statistically supported Based upon the findings, several recommendations were made as references for the directorate of private technological universities and colleges, private technological universities and colleges, educational administration institutions, as well as for further research.