University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

本研究旨在從國中女性校長與家長會互動之實際經驗，以微觀之角度深入該場域現象，來探討女性校長與家長會互動之脈絡。首先探討八位女性校長與家長會互動之實際個別經驗，其次分析女性校長與家長會互動之方式與策略，最後提出結論與建議，供女性校長作為辦學之參考。 本研究係採質性研究方法，先尋求願意受訪校長，以訪談方式進行深入對話。共計八位分別任職於小型、中型及大型位居臺北縣市國中女性校長，採取深度的匯談，繼而分析並探討其與家長會互動之情形。 據此，本研究歸納出女性校長與家長會互動之實務經驗有兩部分：（一）互動共同部分；（二）互動不同及特殊部分。國中女性校長與家長會互動策略有：（一）塑造學校眾望所歸的願景與發展學校特色；（二）協助家長會組織健全發展，並提供其所需資源；（三）利用溝通管道，增進彼此雙方了解建立共識；（四）建立學校與家長會的合夥關係，共同討論校務發展；（五）和諧形塑學校優質文化；（六）落實學校本位管理與經營；（七）落實學校與家庭相關親職教育的訓練與進修活動；（八）建立家庭與學校之間的信賴與支持；（九）建立網際網路提昇管理效能的領導。互動策略之分類亦歸納如下：（一）逃避型－保持距離以策安全；（二）整合型－表面層次的合作；（三）單向型－一廂情願有溝沒有通；（四）合作型－攜手共創願景。 最後本研究提出下列建議：（一）對教育行政機關建議（二）對學校行政建議（三）對家長會建議（四）對師資培育機構建議（五）對女性校長建議（六）對後續研究建議 / This study discusses about the atmosphere of interaction models between female junior high school principals and parent-teacher association (PTA). The research approach is microscopic point of view from the practical experiences of the interactions between the two groups. Firstly it observes the personal practical experiences interacting with the PTA of eight female junior high school principals and secondly analyzes the strategies and means used within the communication between the two communities. Conclusions and suggestions are made in order to provide a future assistance for female principals. The research is based on qualitative research methods by holding up intensive discussions with the volunteering principals. Eight female junior high school principals from small, medium, and large-scaled junior high schools of either Taipei-city and Taipei-county attended the discussion by sharing with their own experiences. After generalizing these practical experiences we divide interactions types into two: 1) Similar Interaction Type, 2) The Different Interaction Type. The strategies within these interaction types may include: 1) Modeling a recognized future vision of the school and developing an academic feature 2) Assisting the PTA to be organized appropriately and offering needed resources 3) Increasing the understanding between each other in order to reach for certain consensus by using available communication interchannels 4) Building up a companionship between the school and the PTA and sharing the discussion of future development of the school 5) Modeling an harmonically high-graded school-culture and atmosphere 6) Ensuring a management of a school-centered management and administration 7) Ensuing a familial-parental education further trainings and related activities 8) Establishing the trust and support between the families and the school 9) Establishing inter-nets to increase the management leadership efficiency The generalization upon these strategies can be classified into four types: 1) The Run-Away type: Keep in distance for safety 2) The Integrating type: A corporation that is only skin deep 3) The Single-way type: Communicating without communication 4) The Cooperating type: Building up a future vision together. Keywords: parent-teacher association, PTA, female junior high school principals, female principals, interaction experiences

本研究旨在探討新北市完全中學兼任行政工作教師人格特質、工作壓力與憂鬱傾向之關係，以新北市400位完全中學兼任行政工作教師為研究對象，回收有效問卷389份。本研究工具為「性格自評量表」、「工作壓力量表」及「身心健康量表」。以描述性統計、T檢定、單因子變異數分析、皮爾遜績差相關及多元逐步迴歸分析等方法，進行統計分析。主要研究結果如下： 1.新北市完全中學兼任行政工作教師的整體憂鬱傾向屬於中等偏低程度。 2.新北市完全中學兼任行政工作教師不同性別、不同年齡、不同婚姻狀況及不同兼行政服務年資的憂鬱傾向有顯著差異存在。 3.不同性別、不同年齡、不同婚姻狀況、不同兼行政服務年資、不同行政職務及不同學校規模之新北市完全中學兼任行政工作教師的「神經質」人格特質與其「整體工作壓力」間均有顯著相關。 4.不同性別、不同年齡、不同婚姻狀況、不同兼行政服務年資、不同行政職務及不同學校規模之新北市完全中學兼任行政工作教師的「神經質」人格特質與其 「憂鬱傾向」間均有顯著相關。 5.「神經質」人格特質、「上級要求」工作壓力、「和善性」人格特質及「工作負荷」工作壓力，可以有效預測整體新北市完全中學兼任行政工作教師的「憂鬱傾向」，解釋的總變異量為51.4%。 6.「神經質」人格特質可以有效預測不同性別、不同年齡、不同婚姻狀況、不同兼行政服務年資、不同行政職務及中大型學校規模新北市完全中學兼任行政工作教師的「憂鬱傾向」。 7.「人際關係」工作壓力可以有效預測兼行政服務年資第2至5年、擔任圖書館行政職務及中型學校規模新北市完全中學兼任行政工作教師的「憂鬱傾向」。 8.「上級要求」工作壓力可以有效預測35歲以下及擔任教務處行政職務新北市完全中學兼任行政工作教師的「憂鬱傾向」。 9.「和善性」人格特質可以有效預測小型學校規模新北市完全中學兼任行政工作教師的「憂鬱傾向」。 10.「嚴謹自律性」人格特質可以有效預測兼行政服務年資第6至10年新北市完全中學兼任行政工作教師的「憂鬱傾向」。 11.「聰穎開放性」人格特質可以有效預測擔任學務處行政職務新北市完全中學兼任行政工作教師的「憂鬱傾向」。 本研究依據上述結果加以討論，並分別對完全中學兼任行政工作教師、學校、教育行政主管機關及未來研究提出相關建議。 / The purpose of this study is to understand the relationships between personality traits,work stress and depressive tendencies of the teachers work part-time administration in New Taipei City six-year high school.This study samples have 400 the teachers with administrative position in New Taipei City six-year high school,and 389 valid questionnaires are collected.The research tools used are:”Character self-assessment scale”,”Work stress scale”,and” Mental health scale”.The data was analyzed by descriptive statistics,t-test,One-way analysis of variance,Pearson’s correlation analysis and multiple regression analysis.The major results of the study are as follows. 1.Work part-time administration in New Taipei City six-year high school teachers’ depressive tendencies is in the medium low degree. 2.New Taipei City six-year high school teachers work part-time administration of different gender, age, marital status and years of service in different chief executive of depression tend to have significant differences 3.Different gender, age, marital status, different years of service and chief executive, different administrative duties and the New Taipei City six-year high school teachers work part-time administrative "neurotic" personality "overall pressure" were significantly associated therewith. 4. Different gender and age, marital status, different years of service and chief executive, different administrative duties and the New Taipei City six-year high school teachers work part-time administrative "neurotic" personality with its "depressive tendencies" were significantly associated therewith. 5. "Neurotic" personality, "the higher level" work pressure, "kind" personality and "work load" pressure of work, can predict a whole New Taipei City six-year high school teachers work part-time administrative "melancholy tendencies," explained the total varianceIt was 51.4%. 6. "Neurotic" personality traits can predict different gender, age, marital status, different years of service and administration, administrative duties and in different large-scale New Taipei City six-year high school teachers work part-time administrative "melancholy tendency." 7."Interpersonal" work pressure can effectively predict and Chief Executive of service of the first 2-5 years as library administrative duties and medium-scale New Taipei City six-year high school teachers work part-time administrative "melancholy tendency." 8."Higher level" job stress can predict the age of 35 and held executive positions with the New Taipei City six-year high school teachers work part-time administrative "melancholy tendency." 9."kind" personality traits can predict the size of a small New Taipei City six-year high school part-time administrative work teachers' tendency to depression. " 10."Rigorous self-discipline" personality traits can predict and Chief Executive of service of the first 6-10 years of the New Taipei City six-year high school teachers work part-time administrative "melancholy tendency." 11."Intelligent openness" personality traits can predict as the Student Affairs Office administrative duties entirely New Taipei City six-year high school teachers work part-time administrative "melancholy tendency." According to the results to discuss and provide several suggestions for the teachers work part-time administrative,schools,education administration,and future research.

本研究旨在瞭解臺北市立國民中學學校領導、學校行政及學校效能之現況與關係，進而建構及驗證其互動模式，以探討參選優質學校的學校領導及行政管理等向度，對其學校效能的影響，並且依研究結果提出建議。 本研究抽取臺北市立國民中學及完全中學國中部共計30所學校，針對學校校長、主任及組長進行調查，總共發出326份問卷調查，收回有效問卷268份。再以描述統計分析、t考驗、單因子變異數分析、相關分析及多元逐步迴歸分析等，探討其實施現況、相關情形及學校領導、學校行政對學校效能之預測力，最後進行討論與結論建議。研究主要發現如下： 一、 臺北市立國民中學學校領導、學校行政及學校效能發展之現況： (一) 學校領導向度包括領導理念、領導團隊、領導作為及領導績效四向度；其整體與各分向度得分皆為中高，其中以領導理念得分最佳。 (二) 學校行政向度包括知識管理、人力管理、事務管理及績效管理四向度；其整體與各分向度得分皆為中高，其中以事務管理得分最佳。 (三) 學校效能包括行政領導、教師教學、學生表現、環境規劃及社區關係五向度；其整體與各分向度得分皆為中高，其中以社區關係得分最佳。 二、 不同背景變項在學校領導、學校行政及學校效能之差異情形： (一) 不同背景變項在學校領導的得分方面：研究發現在年齡、行政年資擔任職務有顯著差異，但在性別、最高學歷、學校類型、學校規模及參選優質學校評選經驗無顯著差異。 (二) 不同背景變項在學校行政的得分方面：研究發現在行政年資、擔任職務、學校類型有顯著差異，但在性別、年齡、最高學歷、學校規模及參選優質學校評選經驗無顯著差異。 (三) 不同背景變項在學校效能的得分方面：研究發現在年齡、行政年資、擔任職務有顯著差異，但在性別、最高學歷、學校類型、學校規模及參選優質學校評選經驗無顯著差異。 三、 學校領導、學校行政及學校效能發展之相關情形： (一) 整體學校領導與整體學校行政間呈顯著正相關(r =.831,p<.001)，學校領導各分向度中，以領導績效與整體學校行政的相關程度最高。 (二) 整體學校領導與整體學校效能間呈顯著正相關(r =.829,p<.001)，學校領導各分向度中，以領導績效與整體學校效能的相關程度最高。 (三) 整體學校行政與整體學校效能間呈顯著正相關(r =.851,p<.001)，學校領導各分向度中，以績效管理與整體學校效能的相關程度最高。 四、 學校領導、學校行政各向度對學校效能之預測情形： 學校領導之領導績效、領導團隊及領導理念對整體學校效能有顯著的預測力；學校行政之績效管理、事務管理及人力管理對整體學校效能有顯著的預測力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民中學及後續研究參考。 / The main purpose of this study was to investigate school eadership, administration management and school effectiveness in Taipei municipal junior high school. What this study aimed at was to understand the current situation of school leadership,administration management and school effectiveness and the correlation between them. Questionnaire survey is used as the research method in this study. 326 samples were delivered to principals, directors and chiefs of 30 Taipei municipal junior high schools, among them were 268 retrieved valid. The collected data were analyzed by Descriptive Statistical Analysis, t-test, One-way ANOVA, correlation ,Multiple Regression and LISREL model. The analysis of the data revealed the following conclusions: A.In the aspect of school leadership: 1.The school leadership include four parts: (1) leadership philosophy,(2) leadership team,(3) leadership behaviors,(4) leadership performance.The perception of principals, directors and chiefs were above average agreement of the four parts.The best dimension is” leadership philosophy”. 2.Teachers’ age, years of service,and position of service have significant influences on school leadership. But teachers’ sexual, highest educational degree, school types, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. B. In the aspect of administration management: 1.The administration management include four parts: (1) knowledge management,(2) staff management,(3) affairs management,(4) performance management.The perception of principals, directors and chiefs were above average agreement of the four parts.The best dimension is”affairs management”. 2.Teachers’ years of service, position of service ,and school types have significant influences on administration management. But teachers’ sexual, age, highest educational degree, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. C. In the aspect of school effectiveness: 1.The school effectiveness include five parts: (1) administration leadership,(2) teaching performance,(3) student learning performance,(4) campus planning,(5) community relations.The perception of principals, directors and chiefs were above average agreement of the five parts.The best dimension is” community relations”. 2.Teachers’ age, years of service, and position of service have significant influences on school effectiveness. But teachers’ sexual, highest educational degree, school types, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. D. In the aspect of relationships among school eadership, administration management and school effectiveness 1.There was positive correlation and regression existed among school eadership, administration management and school effectiveness. 2.School leadership and administration management did promote school effectiveness. In the last part, the researcher, based on the finding, proposes some suggestions for the education authorities, the junior high schools’ principals, and the future researcher, hoping to benefit the development of junior high school education in the future.

本研究採用「個案研究法」，以一個國中補習班之作文班的七年級生為研究對象，進行作文教學活動的設計與實施結果的成效探討。 本研究的作文教學活動設計，係將學生區分成高、中、低三個學習成就區塊，根據不同的學習能力，設計不同的教學活動，並運用「合作學習」模式進行教學。教學實施後，分別從「學生作品」、「觀察紀錄」、「問卷調查」及「訪談紀錄」四個面向進行探討，分析教學活動的設計與實施成效。 第一章〈緒論〉，總述研究動機與目的、研究範圍與限制、研究方法與步驟，以及文獻探討。 第二章〈高成就學生之作文教學活動設計〉，從高成就學生的起點行為分析開始，以「創造思考教學」為設計主軸，訓練其「發散思維能力」與「想像力」，並結合「續寫作文題型」練習，最後再進行教學實施的成效探討。 第三章〈中成就學生之作文教學活動設計〉，從中成就學生的起點行為分析開始，以「情境作文教學」為設計主軸，訓練其「觀察力」與「感受力」，並結合「擴寫作文題型」練習，最後再進行教學實施的成效探討。 第四章〈低成就學生之作文教學活動設計〉，從低成就學生的起點行為分析開始，以「材料作文教學」為設計主軸，訓練其「記憶力」與「聯想力」，並結合「仿寫作文題型」練習，最後再進行教學實施的成效探討。 第五章〈結論與建議〉，第一節先說明教學活動設計與探討的總結論，第二節與第三節分別提出對教學活動設計與補教機構的建議，第四節則是表達對中學語文教師的期盼。 總體而言，根據學生不同的學習能力與需求，設定相符的教學目標與教學活動，不僅能激發更多的學習潛力，也能逐步培養寫作興趣與提升寫作能力。

本研究主要探討臺北市國民中學休憩活動空間規畫現況與使用情形，並分析不同背景變項下規畫與使用之差異，進而瞭解學生在下課選擇校園休憩活動空間的原因、活動形式、改善設施及放學欲使用情形，最後歸納規畫校園休憩活動空間之規劃與改善意見。因此研究採用休憩活動空間設置調查表，用以調查校園休憩活動空間之現況資料，並配合休憩活動空間使用問卷調查瞭解學生使用與需求情形，共寄發出1,200份問卷，回收有效問卷共1,072份，最後輔以訪談以深入了解學校規劃與使用情形，根據資料整理，本研究發現結果如下： 一、校園靜態休憩活動空間設置最多為教室、走廊、圖書館、合作社與庭園，其次為戶外劇場，設置比例較少為交誼平臺、交誼室及屋頂花園。 二、校園動態休憩活動空間設置最多為田徑場、室外球場與活動中心為主。 三、不同學校類型在靜態休憩活動空間規畫差異不大，唯有在走廊、圖書館、庭園的附屬設施與戶外劇場設置略有差異；在動態休憩活動空間在田徑場與室外球場附屬設施略有差異。 四、不同學校規模在靜態休憩活動空間規畫差異不大，唯有在走廊、圖書館、合作社略有差異，在動態休憩活動空間規畫差異不大，唯有在室外球場附屬設施略有差異。 五、下課學生較常使用的靜態休憩活動空間，以教室、走廊與合作社為主；動態休憩活動空間以室外籃球場、田徑場與活動中心為主。 六、下課選擇靜態休憩活動空間的原因以距離較近、放鬆身心與同學因素為主；選擇動態休憩活動空間的原因以身體活動、放鬆身心、距離較近與同 學因素為主。 七、下課學生在靜態休憩活動空間從事的活動以聊天為主，其次為睡覺、看書、發呆與散步；動態休憩活動空間從事的活動以聊天、打球為主。 八、在靜態休憩活動空間使用頻率上完全中學使用頻率高於市立國中；在動態休憩活動空間使用頻率小規模與中規模使用頻率高於大規模，七年級使用頻率高於八年級使用頻率，男生使用頻率高於女生。 九、在靜態休憩活動空間學生希望增設或改善的空間以教室、合作社與圖書館為主，並增設音樂聆聽區、電腦設備區與休憩座椅等設施為主。 十、在動態休憩活動空間以學生希望增設或改善的空間以室外籃球場、室內籃球場與活動中心為主，並增設休憩以球類設施與休憩座椅為主。 十一、學生放學從事的休憩活動依序最多為聊天、打球與散步；選擇的休憩活動空間依序最多為教室、走廊與室外籃球場。 根據結論以上結論，提出以下建議： 一、國中校園靜態休憩活動空間以教室、走廊、圖書館與合作社等空間，應優先充實其空間設施，以利學生休憩活動之用。 二、國中校園動態休憩活動空間以室外籃球場與活動中心等空間，應優先充實其空間設施，以利學生休憩活動之用。 三、高樓層校舍應就近增設休憩設施，以滿足高樓層學生休憩活動空間之需求。 四、彈性調整下課時間，利於學生進行多樣化的休憩活動。 五、動態休憩活動空間宜考慮性別的需求作適當的調整 六、國中學生在休憩活動選擇以聊天為主要活動，顯示社交需求應被重視，應此宜多設置休憩座椅，以提供學生下課聊天的硬體需求。 七、以經費持續補助學校進行校園空間改善，以增加休憩活動空間設施。 八、對未來的研究建議可在研究內容上可針對休憩附屬設施如：休憩座椅、閱讀桌椅或球場等設施之規畫形式與使用狀況進行研究。 / This study focuses on the current situation of the planning and use of recreational spaces in junior high schools in Taipei city. An analysis was conducted to find out differences in the planning and use of these spaces under different background variables in order to further probe into the reasons students choose the recreational spaces on campus after class, the activity types, improvement of facilities, and use after school. The recreational space planning and improvement suggestions were then summarized. In this paper, a questionnaire survey was conducted to investigate the current situation of recreational spaces on campus. The questionnaires were distributed to find out the use and needs of the students. A total of 1,200 questionnaire copies were distributed and 1,072 valid copies were recovered. Interviews were also conducted to gain an insight into the planning and use of the school recreational spaces. The study findings based on the compiled data are as follows: 1. Most passive recreational spaces on campus are allotted for classrooms, corridors, libraries, cooperatives, and gardens, followed by outdoor theaters. Friendship platforms, recreational rooms, and roof gardens on the other hand have the least passive recreational spaces. 2. Most dynamic recreational spaces are allotted for track and field, outdoor courts, and activity centers. 3. The passive recreational space planning in different schools is generally the same except for corridors, libraries, ancillary facilities in gardens, and outdoor theater layout that slightly differ. For the dynamic recreational spaces, the ancillary facilities such as the track and field, outdoor courts, etc., differed slightly. 4. There is not much variation in dynamic recreational space planning at different schools except corridors, libraries, and cooperatives that showed slight differences. In terms of dynamic recreational space planning, the schools do not differ much except for ancillary facilities of outdoor courts that show slight variations. 5. Students more frequently used passive recreational spaces after class, particularly classrooms, corridors, and cooperatives. The dynamic recreational spaces are primarily outdoor basketball courts, track and field, and activity centers. 6. The reasons for choosing dynamic recreational spaces include: closer in distance, relaxing the body and mind, and influence of peers. The reasons they choose dynamic activities include: physical activity, relaxing the body and mind, closer in distance, and influence of peers. 7. After class, the activities that take place in the passive recreational spaces are primarily chatting, followed by taking a nap, reading, trance, and taking a walk; the activities that take place in the dynamic recreational spaces include chatting and playing ball games. 8. The usage rate of the passive recreational space in complete high schools is higher than that of city junior high schools; the usage rate of the small-scale and medium-scale dynamic recreational spaces is higher than that of the large-scale spaces; the usage rate of the 7th graders is higher than that of the 8th graders, and the usage rate for the boys is higher than that of the girls. 9. In the passive recreational space, the students’ requested additional facilities and improvement of primarily classrooms, cooperatives, and libraries and setup of music areas, computer areas, and recreational chairs. 10. In the dynamic recreation space, the students requested additional facilities and improvement of primarily outdoor basketball courts, indoor basketball courts, and activity centers and setup of ball sport related facilities and recreational chairs. 11. The students’ recreational activities after school in sequence are chatting, playing ball games, and taking a walk. And the recreational spaces chosen in sequence are classrooms, corridors, and outdoor basketball courts. Based on the conclusions above, the following suggestions are proposed: 1. In terms of the passive recreational space on campus of junior high schools,priorities are given to enhancing facilities in classrooms, corridors, libraries, and cooperatives for students’ recreational use. 2. In terms of the dynamic recreational space on campus of junior high schools,priorities are given to enhancing facilities in outdoor basketball courts and activity centers for students’ recreational use. 3. Additional recreational facilities should be set up in the vicinity of high-rise buildings to satisfy students’ recreational space needs. 4. Make flexible adjustment of the class schedule to facilitate students’ versatile recreational activities. 5. Take gender needs into consideration in making appropriate adjustment to the dynamic recreational space. 6. Most junior high school students choose chatting as the recreational activity,showing the need to emphasize social needs. Therefore, additional recreational chairs are recommended for students’ hardware needed for chatting. 7.Continue to grant money to improve the campus space and add more facilities in the recreational space. 8.It is suggested that future researches focus on the planning and usage of recreational ancillary facilities such as recreational chairs, desks/chairs for reading, and ball courts.