本研究主要目的在釐清教師專業自主權於教育法令層面之權責界線、暸解高雄市立國民中學教師專業自主權運用的現況、探討高雄市立國民中學教師專業自主權發揮的程度、分析不同背景因素的高雄市立國民中學教師於各專業自主權層面指標發揮程度的差異，最後依據研究結果，對提升高雄市立國民中學教師專業自主權的策略提出具體建議，供有關單位參考。本研究以2004學年度高雄市立國民中學現職合格教師為研究對象，並以對該學年度高雄市立25所國民中學、776名有加入教師會之現職合格教師進行問卷資料分析；另輔以訪談（共計6人）的方式了教師對自身專業自主權行使的理念、意見與建議。在資料分析上，主要採用描述性統計分析、獨立樣本t考驗分析、單因子變異數分析等方法。經研究結果與分析發現： 一、我國教育法規以保障教師課堂教學專業自主權為核心。 二、整體言，高雄市立國民中學教師的專業自主權達中等發揮程度，其中以「教師課堂教學專業自主權」的發揮度最高、「教師專業組織自主權」與「教師學校行政自主權」分別次之 三、高雄市立國民中學教師就「課堂教學專業自主權」具高等與中等專業自主度；「學校行政專業自主權」、「教師專業組織自主權」皆屬中等專業自主度。 四、高雄市立國民中學教師專業自主權整體面平均得分為男性教師顯著高於女性教師、兼主任職教師顯著高於非主任職者、有參與法定學校層級組織教師顯著高於未參加者、服務於小型學校教師顯著高於服務中大型學校者、年資26年以上教師顯著高於年資5年、11-15年者。 五、促進教師專業自主權之基本策略為穩固教師課堂教學專業地位、提昇教師組織專業形象、打造校園參與式決策文化、完備教師專業培育制度。 研究者根據文獻探討與研究結果發現，提出下列幾點建議： 一、健全與落實尊重教師專業自主權之法令體制。 二、教師應認清「專業」與「自主權」兩者相輔相成，瞭解自主須以責任為基礎。 三、規劃教學、法制與行政專業知能研習以達高教師專業自主權目標。 四、營造學校優質溝通管道，提高教師參與權能感。 五、鼓勵女性教師投入學校行政工作。 六、教師專業組織以發揮組織專業正向功能為目標。 七、教育行政機關應於教育內部事務扮演「法律監督與協助」角色。 八、建立教師專業評鑑機制以落實教師專業權力與效能。 九、針對研究主題、研究對象、研究變項與研究方法提出建議，作為後續相關主題研究之參考。 / The purposes of this study mainly confirm the right and duty to teacher professional autonomy in educational laws, understand the actual condition and explore the level of Kaohsiung city public junior high school teacher professional autonomy, and analyze different dimensions’ levels of Kaohsiung city public junior high school teacher professional autonomy from the view of teacher s’ different backgrounds. Finally, according to the study result, the writer gives some concrete advice to promote the city’s teacher professional autonomy for the department of educational administration for reference. The survey subjects included teachers from 25 public junior high school in Kaohsiung city in 2004 year, namely 776 qualified teachers who joint teacher professional unions were sampled copies of the questionnaire to be the investigation. And interviewing with 6 junior high school teachers is used to understand teachers’ opinions about professional autonomy. About the data analysis, the study use Frequency Distribution, T-test , One-way ANOVA, and Scheffé Method . The results of the study are as follows： A. The dimension of teaching professional autonomy is the key idea that Taiwan educational laws empower teachers. B. As far as the whole Kaohsiung city public junior high School teachers’ professional autonomy is concerned , it is middle level. The dimension of “ right and power to teacher teaching” gets the most high scores; the dimensions of “ power to teacher professional union” and “the power to school administrative autonomy” get lower scores separately in order. C. As far as the dimension of Kaohsiung city public junior high School teachers teaching professional autonomy is concerned, it achieves high and middle level; the dimensions of “the power to school administrative autonomy” and “teacher professional union” achieve middle level. D. From the viewpoint of whole average, male teachers’ average scores are higher than females’；teachers who hold a administrative staff, participate school-level organizations, serve in small size schools and work more than 26 years get higher scores than others who don’t hold the job , participate the ones, serve in middle and big size schools and work less than 5 years and 11-15 years. E. The basic strategies to facilitate teacher professional autonomy are to stable teacher’s professional status in teaching, promote the professional image of teacher unions, cultivate the school culture of participant-determining and establish good institution of teacher professional nurture. According to the literature and study result, following suggestions are offered： A. Continue to improve the established education law about the right and power to teacher professional autonomy. B. Understand “profession” and “autonomy” are to complement each other. And autonomy should take responsibility for basis . C. Design a series of programs about facilitating teachers’ professional knowledge in teaching, law and school administrative affairs to achieve high level of teacher professional autonomy. D. Create excellent communicative ways at school to promote teacher empowerment. E.Encourage female teachers to devote themselves to school administrative affairs. F.Teacher professional unions should take the role of developing positive function. G.The department of educational administration should play the law- supervising and law-helping role. H.Build teachers professional evaluation system to help teacher promote professional power and effectiveness. I.Base upon the results mentioned above, several suggestions about the study trends are made to further reference.

本研究的主旨在探討完全中學兼任行政教師行政辭卸傾向，並以工作滿意度、工作壓力與生涯規劃為探討變項。在實證研究上，本研究以全國公立完全中學兼任行政工作教師為對象，共發放450份問卷，實際回收385 份，回收率為85.6％。以描述統計、t 考驗、單因子變異數分析、皮爾遜積差相關分析、多元及逐步迴歸分析等方法進行資料分析，得到結論如下： 一、完全中學兼任行政教師整體行政辭卸傾向感受為中等，「年齡」、「行政年資」及「行政職務」背景變項在行政辭卸傾向感受方面感受明顯不同 二、完全中學兼任行政教師整體工作滿意感受屬於中上程度，五個構面中以上級領導滿意度最高，其次為工作本身、薪資福利及升遷考核，以人際關係的滿意度最低 三、完全中學兼任行政教師整體工作壓力感受屬於中等程度，四個構面中以工作負荷壓力最高，屬於中上程度，其次為專業發展及人際關係，以上級要求的壓力度最低 四、完全中學兼任行政教師在辦理行政工作時，整體生涯規劃感受為中上程度，「年齡」、「行政年資」、「婚姻狀況」及「行政職務」在行政辭卸傾向感受方面感受明顯不同 五、工作滿意度與行政辭卸傾向、生涯規劃與行政辭卸傾向、工作壓力與生涯規劃、工作滿意度與工作壓力等皆呈現負相關 六、工作壓力與行政辭卸傾向、工作滿意度與生涯規劃皆呈現正相關 七、完全中學兼任行政教師生涯規劃程度對行政辭卸傾向最具有負向預測力 八、完全中學兼任行政教師工作滿意各層面及工作壓力各層面中，以工作壓力中的「人際關係」對行政辭卸傾向最具有正向預測力

本研究旨在瞭解臺北市國民中學校長道德領導與品德教育推展策略之現況，並分析教師人口變項、校長人口變項、學校環境變項在校長道德領導以及學校品德教育推展策略的差異情形，最後探討校長道德領導與學校品德教育推展策略之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以自編「國民中學校長道德領導與品德教育推展策略調查問卷」（內含基本資料、校長道德領導量表與學校品德教育推展策略量表）為工具，以臺北市之公立國民中學教師為研究對象，分層隨機抽取22所學校，共發出問卷476份，回收444份，有效問卷420份，有效回收率為88.2%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果，歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談校長、主任、教師各2位，以釐清及延續問卷調查之結果，並藉由整理訪談文字資料、編碼歸類整理，綜合問卷調查與訪談資料，進行研究結果的分析與討論。研究結論如下： 壹、臺北市國民中學校長道德領導與學校品德教育推展策略之現況，均屬良好程度。 貳、在教師人口變項中，不同性別、服務年資、學歷、任教領域對校長在道德領導之感受，並無顯著不同；不同服務年資、學歷、職務在學校品德教育推展策略的感知上，並無顯著不同。 參、在校長人口變項中，校長不同性別在道德領導表現上，並無顯著不同；校長不同學歷在學校品德教育推展策略的表現上，無顯著不同。 肆、在校長人口變項中，校長不同年齡、學歷、擔任校長年資在道德領導表現上，具有顯著差異。其中以校長51～55歲、四十學分班結業、擔任校長年資3～4年者，道德領導表現較好。 伍、在校長人口變項中，校長不同性別、年齡在學校品德教育推展策略的表現上，具有顯著差異。其中以女性校長及51～55歲校長，表現較好。 陸、在學校環境變項中，不同學校規模的教師對校長道德領導及學校品德教育推展策略的感受，均具有顯著差異。其中以學校規模為49班(含)以上教師所知覺的程度較好。 柒、國民中學校長道德領導與學校品德教育推展策略之間，有顯著的正相關。 捌、臺北市國民中學校長道德領導對學校品德教育推展策略具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國民中學校長、相關教育人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ moral leadership and strategies of character education enforcement in Taipei public junior high schools and to analyze the differences in teachers’ & principals’ personal variables and school environmental variables concerning principals’ moral leadership and strategies of character education enforcement. Finally, it explores the relationship between principals’ moral leadership and strategies of character education enforcement. This study em⥪loys the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Moral Leadership Questionnaire and Strategies of Character Education Enforcement Questionnaire. Four hundred and seventy-six subjects are randomly selected from twenty-two public junior high schools in Taipei city. A total of 444 questionnaires was returned. Out of those, 88.2% was v⧗lid (420 out of 476). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriority comparison, Pearson’s product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, two chairpersons, and two teachers were interviewed to clarify and extend the findings of the survey. Then, the dat⩍ retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1.The current development of principals’ moral leadership and the strategies of character education enforcement in junior high schools are both above the average. 2.There is no significant difference in teachers’ experiences of principals’ moral leadership in terms of gender, seniority, educational background and teaching ⫁ield; and, there is no significant difference in teachers’ recognition about strategies of character education enforcement in t⫡rms of teachers’ seniority, educational background and position. 3.Gender of the principal makes no significant difference in the performance of principals’ moral leadership; also, principals’ educational background makes no significant difference in strategies of character education enforcement. 4.There is significant difference in principals’ moral leadership in terms of principals’ age, educational background, and seniority. Principals get better scores o⭕ principals’ moral leadership are those who are aged between 51 and 55, finish 40-credit Continuing Education Program and have been on the position for 3 to 4 years. 5.There is significant difference in strategies of character education enforcement in terms of principals’ gender and age. Female principals aged between 51 and 55 get better scores. 6.There are significant differences in both principals’ moral leadership and strategies of ch⯄racter education enforcement to teachers from schools of different scales. Teachers serving in schools with and over 49 classes give better recognition to these two issues. 7.It shows significant positive correlation between principals’ moral leadership and strategies of character education enforcement. 8.Principals’ moral leadership demonstrates the predictability of strategies of character education enforcemeⰬt in Taipei junior high schools. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, junior high principals, educators and faculty for further study and reference.

王家健. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 95-100). / "2007 nian 9 yue". / Abstract also in English. / Wang Jiajian. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 95-100). / Chapter 第一章 --- 前言 --- p.1-8 / Chapter 第二章 --- 十九世紀傳教士在廣州辦學情況 / Chapter 第一節 --- 十九世紀傳教士在廣州創辦教會學校的背景 --- p.9-11 / Chapter 第二節 --- 十九世紀傳教士在廣州創辦教會學校的槪況 --- p.11-15 / Chapter 第三節 --- 十九世紀傳教士在廣州創辦教會學校的特色 --- p.15-17 / Chapter 第四節 --- 十九世紀廣州教會學校對社會的影響 --- p.17-18 / Chapter 第五節 --- 小結 --- p.18 / Chapter 第三章 --- 廣州培正學校的創辦 / Chapter 第一節 --- 培正學校創辦緣起 --- p.19-23 / Chapter 第二節 --- 培正學校辦學槪況及特色 --- p.23-30 / Chapter 第三節 --- 小結 --- p.30-31 / Chapter 第四章 --- 二十世紀初期的廣州培正學校 / Chapter 第一節 --- 教會學校師生們的友愛與關懷 --- p.32-40 / Chapter 第二節 --- 培正學校與民國時期教育的變遷 --- p.40-53 / Chapter 第三節 --- 小結 --- p.53 / Chapter 第五章 --- 抗戰時期的廣州培正學校（1937-1944) / Chapter 第一節 --- 戰時教學活動的調整 --- p.54-61 / Chapter 第二節 --- 戰時社會服務 --- p.61-63 / Chapter 第三節 --- 小結 --- p.63-64 / Chapter 第六章 --- 校友貢獻 / Chapter 第一節 --- 校友在19世紀末至20世紀中期的變化 --- p.65-69 / Chapter 第二節 --- 校友自1920年代後往海外繼續學業日多 --- p.69-70 / Chapter 第三節 --- 校友在體育、藝術事業方面的貢獻 --- p.70-74 / Chapter 第四節 --- 校友在工業、科學事業及醫學方面的貢獻 --- p.74-77 / Chapter 第五節 --- 校友在政治方面的貢獻 --- p.77-78 / Chapter 第六節 --- 校友在商業方面的貢獻 --- p.78-79 / Chapter 第七節 --- 小結 --- p.79 / Chapter 第七章 --- 結論 --- p.80-82 / Chapter 第八章 --- 附錄 / 附錄一 1889-1944培正學校發展大事年表 --- p.83-84 / 附錄二李錦綸生平介紹 --- p.85 / 附錄三黃啓明生平介紹 --- p.86 / 附錄四楊元勛生平介紹 --- p.87 / 附錄五黃汝光先生訪問稿 --- p.88-89 / 附錄六鄺文熾先生訪問稿 --- p.90-91 / 附錄七洗子昌先生訪問稿 --- p.92 / 附錄八1890-1936年培正學校統計年表 --- p.93-94 / 參考書目 --- p.95-100

本人研究現行國民中學公民教育的民主價值觀，是因為我國國中「公民與道德」課程的實施，為有意識的公民教育的一環，國家希望透過此一社會化過程，讓國中學生學習及獲取民主價值，此社會化過程影響學生成年後政治價值之取向及政治行為的模式。中學教育是一種「國民教育」，從民族意識、國家觀念的培養，乃至基本法律常識、政治過程、權利義務及自治能力的訓練，目的是希望培養學生成為服務社會的好國民。 基於國中公民教育在學校教育中所負有的意義，本研究希望藉由對於現行國中「公民與道德」課程所做的民主價值觀分析，達到以下的目的： 1. 探討民主價值觀在正式課程的「公民與道德」科教材實施中，所呈現的意義與評價。 2. 探討民主價值觀在非正式課程的「公民與道德」科活動運作中，所呈現的意義與評價。 3. 本研究以國中公民教師為對象，進行深度訪談，探討現行國中公民科教材編定及活動進行對學生民主價值觀念的影響程度。 4. 歸納研究結果，提出建議，提供教育當局改進的參考。 本研究對現行國民中學「公民與道德」教材進行民主價值觀分析時，適逢民國八十七學年度公民教材改版的時期，原本國中一至三年級均使用七十八年版一至六冊「公民與道德」的教材，改編為現行八十七年版適用於二至三年級使用的一至四冊「公民與道德」教材，並且在課程安排及教材編寫方面均較以往有很大的改變。教育部預計在九十年度計劃實施九年一貫的國民義務教育，教學科目調整為語文、健康與體育、社會、藝術與人文、數學、自然與科技及綜合活動七大領域的整體化教學，現行國民中學「公民與道德」科在教材編輯及活動設計上亦做了配合性的調整。 本研究的主要發現為：現行國中公民教材的編排內容十分強調民主信念、人民主權、公民責任感及法治運作的民主價值觀念，此結果說明公民教育藉由學校課程的社會化過程，強化學生民主、人權、責任及法治的概念使學生能早日成為身心發展均衡的健全公民，相較之下，現行國中公民教材的編排內容在政治參與及國家認同的民主價值觀念則有加強的必要，因為在民主社會的政治發展過程中，公民的參與行為及認同態度對於民主政治的發展有相當大的影響。因此，建議在往後的教材修訂過程中能多加強公民在政治行為及國家認同觀念的課程內容。此外，在現行國民中學公民活動的進行過程中則十分注重民主信念、公民責任感及政治參與的民主價值觀念，其次則為人民主權及法治運作的民主價值觀念，國家認同的觀念則有加強的必要。此結果說明現行國中公民活動的進行，可以培養學生對於民主運作程序、公民權利責任及政治參與態度的瞭解程度。藉由公民活動的順利推行，使學生能清楚明瞭身為現代公民應注重民主理念、公民責任及參與行為的重要性，其次，在活動進行中應強調人權及法治的觀念，特別是團體認同觀念的建立在公民活動中尤應重視。總之，民主信念的價值觀念在現行國中的公民教材及公民活動均十分強調及注重，而國家認同的價值觀念在現行國中的公民教材及公民活動中，則有應再加強的必要性。此外，學生在現行國中「公民與道德」課程教材方面、公民活動方面及教學方法方面均提出應改進的建議，提供教育當局作教育改革的參考。

本研究旨在探討我國中學生建立對教師關係時，所使用的人際策略，包括 三種情境; 向教師提出要求時、希望與教師建立良好關係或好印象時，所 使用的向上影響策略，與教師發生不滿或衝突時，所使用的衝突處理策略 ；並探討性別、國高中別、學業成績與中學生對教師所使用的人際策略的 關係。本研究以臺灣地區國中、高中、高職學生為取樣對象，有效樣 本952人（男410人， 女542人）。研究工具包括「提出要求與使用方法」 、「建立良好關係與使用方法」、不滿、衝突與衝突處理方法」與「個人 基本資料」等四部分；統計方法，包括皮爾森積差相關、點二系列相關、 ｔ考驗、單因子與二因子多變項變異數分析、典型相關分析。結果如下： （一）提出要求與使用策略中學生向教師提出的要求，分析後共得八類， 其中最常提出「球類野炊活動」與「減少考試作業」的要求。所使用的策 略共有六種，最常用的是「迂迴訴求」最有效果是「條件交換」，最少用 且認為是最沒效果的是「以退為進」。性別與國高中別在向教師提出要求 時所使用策略上有交互影響。高中女生比國中女生與高中男生常使用影響 策略，且效果更好。學業成綪與使用策略之頻率有顯著差異，但在使用策 略的效果上則無顯著差異。（二）建立良好關係或好印象與使用策略中學 生希望與教師建立良好關係或好印象的類別，共有六類，最希望教師覺得 他是「循規蹈矩」的。所使用的策略共有五種，最常使用「乖巧盡責」， 且效果最佳。最少用且認為效果最差的是「撒嬌討好」。性別與國高中別 在親近關心與認真向上此二種策略之使用頻率上皆有交互影響，且在認真 向上、撒嬌討好與自我表白此三種策略之使用效果上有交互影響。學業成 績不同在乖巧盡責與認真向上策略的使用上有顯著差異。（三）與教師發 生的不滿或衝突與處理策略中學生自我知覺到與教師發生的不滿或衝突類 別，分別有七類，以「不滿教師的教學與處罰」為最多。衝突處理策略共 有五種，最常用的是「忍氣吞聲」，使用效果最佳的是「改過遷善」，最 少用且效果最差的是「委屈無辜」。性別與國高中別在賭氣冷戰、改過遷 善與委屈無辜三種策略之使用頻率上有交互影響，但在策略使用效果上無 顯著差異。學業成績在改過遷善與訴苦力爭策略使用頻率上有顯著差異， 而在改過遷善策略使用效果有顯著差異。

國民中學基本學力測驗（簡稱「基測」）英語科屬高代價之語言測驗，測驗結果攸關每年三十萬左右國中畢業生的升學依據，影響層面甚廣，測驗對教學的影響即語言測驗文獻中所探討之回沖效應。 本研究旨在探討基測英語科對台灣北部地區九年級學生英語學習的回沖效應，以問卷調查台灣北部地區（基隆市、台北市、台北縣、桃園縣、新竹市、新竹縣）九年級學生，從以下四個面向探討基測英語科所造成的回沖效應：（1）學生對基測英語科試題的了解及看法；（2）學生的學習目的；（3）學生的學習方式；（4）課堂活動。本研究以四個行政層級（直轄市、市、鎮、鄉）作為抽樣依據，共計發出1,490份問卷。 研究主要結果如下： 一、大多數學生了解基測英語科之題型及測驗目的。僅有半數學生認為試題簡單，進一步分析顯示，比較了解題型及目的的學生認為試題簡單。 二、學生學習目的與《國民中小學九年一貫課程綱要》英語課程目標一致。不以基測作為主要英語學習目標的學生英語成績較好。 三、學生最常從事的學習活動是聽英語歌曲、看英語影片或節目，也會學習千字表之外的字詞。大部分的學生沒有藉由參考書、參加校內課後輔導或校外補習來準備基測英語科。 四、最常見的課堂活動是老師帶唸課文或單字、文法練習，及寫測驗卷或聽老師檢討內容。相較之下，口說聽力的教學活動較少。 結果顯示基測英語科對學生的學習影響不大，但對老師的課堂教學產生負面回沖效應，進而影響學生學習。綜合研究結果，本研究建議教師應增加課堂教學活動的多樣性，減少測驗相關教材及練習，以培養學生學習英語的興趣與方法。 / The effect of testing on teaching and learning is generally known as washback in the field of language testing and assessment. Despite a growing attention to the concept of washback, most washback studies focus on teachers, not on learners as test takers, who are the most important stakeholders in testing. The purpose of this study is to investigate the washback effect of the Basic Competence English Test (BCET), a high-stakes language test, on 9th-graders in northern Taiwan. The method of questionnaire survey was used to collect students’ perspectives on the following four areas: (a) perceptions of the BCET, (b) learning motivation, (c) learning activities, and (d) class activities. A convenient sample of a proportionate size was selected based on four administrative levels (i.e., national, municipal, town, and village levels) from Keelung City, Taipei City, Taipei County, Taoyuan County, Hsinchu City, and Hsinchu County. Altogether 1,490 ninth-graders from 42 classes at 22 schools were selected for the survey across northern Taiwan. The major findings of the study are as follows: 1. Most 9th-graders in northern Taiwan were aware of the BCET test format and the BCET test purpose. Nearly half of them found the BCET not to be easy. The more the students understood the BCET format, the more likely they thought that the BCET was easy. Similarly, the more the students understood the BCET purpose, the more likely they regarded the BCET as an easy test. 2. Three top motivations for the students to learn English coincide with the overall objectives of English language education in Grade 1-9 Curriculum. Students’ English achievement gets better if they do not regard the BCET as the primary goal of language learning. 3. Students’ most common learning activities include listening to English songs, watching movies/programs in English, and learning words and phrases beyond the word list of 1,000 basic English vocabularies. The BCET does not drive students to undertake the following practices: using practice books for examinations, attending cram schools, and attending self-study classes for the test at school. 4. It was common for the 9th-graders to do practice tests or mock examinations in class, and listen to their teachers explaining the test items. Instruction relating to formal aspects of English also occurred frequently in English language courses, while few aural/oral practice activities were undertaken in classroom teaching. Based on the findings of the BCET washback effects on students and teachers, this study suggests that English teachers should attempt to employ various types of classroom activities, as proposed in Grade 1-9 Curriculum, rather than relying on examination-oriented materials and practices, so as to promote learning interests and develop effective methods of learning.

本研究旨在探究國民中學教師覺知校長服務領導、學校組織氣氛與教師組織公民行為之關係，並根據研究結果提出建議，以做為教育行政主管機關、國民中學校長、國民中學教師，以及後續研究者之參考。 本研究以桃園縣(市)、新竹縣、苗栗縣(市)公立國民中學教師為研究對象，採問卷調查法，以「國民中學組織行為調查問卷」進行抽樣調查，抽取55所國民中學、520名國民中學教師做為研究樣本，回收統計問卷數共453份(剔除無效問卷25份後)，回收率為87%。以描述性統計、t考驗、單因子變異數分析、積差相關分析、多元逐步回歸等統計方法加以分析獲得以下結論： 一、整體校長服務領導屬中上程度，以「建立專業社群」層面知覺程度最高，「概念化」層面最低。 二、不同「職務」背景變項之教師對於整體校長服務領導的知覺具有顯著差異；不同「性別」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體校長服務領導的知覺沒有顯著差異。 三、整體學校組織氣氛屬中上程度，以「教師疏離行為」層面知覺程度最高，「校長指示行為」層面最低。(疏離、指示層面，得分已反向處理，得分高，表疏離、指示情況低) 四、桃竹苗區教師知覺的學校組織氣氛類型「開放型」與「封閉型」佔的比率最高，皆為34﹪；「疏離型」次之，佔18﹪；「投入型」最少，佔14﹪。 五、不同「性別」、「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體學校組織氣氛的知覺均無顯著差異。 六、整體教師組織公民行為屬中上程度，以「尊重體制」層面知覺程度最高，「自我要求」層面最低。 七、不同「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體教師組織公民行為的知覺具有顯著差異；不同「性別」背景變項之教師對於整體教師組織公民行為的知覺沒有顯著差異。 八、「校長服務領導」與「學校組織氣氛」之間具有正相關；「校長服務領導」與「教師組織公民行為」之間具有正相關；「學校組織氣氛」與「教師組織公民行為」之間具有正相關 九、「校長服務領導」與「學校組織氣氛」對「教師組織公民行為」具有聯合預測力，以「教師承諾行為」、「覺察」、「教師同儕行為」等三個層面對整體教師組織公民行為具有預測力。總解釋變異量為35.2%。 / The main objective of this study is to investigate the relationship among principals’ servant ‘leadership, school organizational climate, and teachers’ organizational citizenship behavior which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, , junior high school teachers and relevant future studies. In this study, faculty of junior high schools in Taoyuan county, Hsinchu county and Miaoli county is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school organizational behavior questionnaire,” and randomly selects 55 junior high schools, 520 teachers as samples. In a rate of 87%, 453 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1. The present situation of principals’ servant leadership is above the average. Among all the aspects, “professional community” ranks to the top, while “conceptualization” ranks otherwise. 2. Teachers bearing different duties perceive principals’ servant leadership significantly differently; while teachers of other variables such as gender, age, service seniority and school size show no significant difference. 3. The present situation of school organizational climate is above the average. Among all the aspects, “teachers’ disengagement” ranks to the top, while “principal command” ranks otherwise. 4. School climate type which Teacher perception of the highest rate are Open climate and close climate, they account for 34% each, the second is disengagement climate , accounted for 18, involvement climate is the least, accounted for 14%. 5. Teachers of different demographic variables such as gender, duties ,age, service seniority and school size perceive school organizational climate show no significant difference. 6. The present situation of teachers’ organizational citizenship behavior is above the average. Among all the aspects, “respecting school system” ranks to the top, while “self-request” ranks otherwise. 7. Teachers bearing different duties, age, service seniority and school size perceive teachers’ organizational citizenship behavior significantly differently; while teachers bearing different gender, show no significant difference. 8. Principals’ servant leadership is positively related to school organizational climate; Principals’ servant leadership is positively related to teachers’ organizational citizenship behavior ; school organizational climate is positively related to teachers’ organizational citizenship behavior 9. When combining principals’ servant leadership and school organizational climate, teachers’ organizational citizenship behavior is predictable for three aspects, including “teachers’commitment,” “Awareness,”and “teachers’ disengagement”, accounting for 35.2% of total variance.

本研究採用問卷調查法了解完全中學學生使用圖書館之期望與實際感受之服務品質，藉以瞭解學生對圖書館的滿意度，作為圖書館改善服務之參考。研究首先透過文獻分析，參考圖書館的服務品質評量工具LibQUAL+，並研究國內針對高中職圖書館之相關理論，修改發展出適合高中生與國中生之圖書館服務品質評量指標，並經與學校圖書館人員及使用者進行共三場焦點團體訪談後修正指標並進一步發展為問卷。本問卷以抽樣之台中市四所完全中學學生為實證研究對象，共發出1,142份問卷，回收1,138份，回收率高達99.64％，其中有效問卷1,133份。本服務品質評量問卷共分為「空間環境」、「館藏資源與利用」、「圖書館服務」及「圖書館教育與推廣」等四大構面，共有29項指標，並採用期望服務品質及感受服務品質兩種滿意度評分差距。 本論文研究結果顯示：（一）完全中學學生期待圖書館有更豐富的館藏及提供電子資源。(二)學生到館頻率每週少於一次的高達57.8％，顯示完全中學圖書館的利用率偏低。（三）學生對圖書館感受之服務品質平均值大都在3.5以上，顯示學生對圖書館的服務大致可接受，但均未達優質服務。國中生及高中生均對「圖書館所在便利性」最不滿意。（四）不同性別對圖書館感受服務品質差異性較小，國中生及高中生對圖書館感受服務品質差異性大；國中生感受的服務品質大都高於高中生。（五）完全中學圖書館需針對國中生及高中生提出不同的服務策略。 根據上述研究結果，本論文提出以下建議：(一)運用圖書館服務品質評量加強圖書館評鑑，做為圖書館經營管理之參考。（二）加強推展圖書館利用教育，發揮圖書館功能。（三）擴充圖書館編制提升專業形象，並擴大服務範圍。（四）提昇圖書館軟硬體設備，發揮圖書館資訊服務的功能。 / This study uses the method of Questionnaire to measure the expectations and degrees of satisfaction of comprehensive high school students toward libraries. Using the method of literature review, also taking reference from Library Service Quality Assessment LibQUAL+ and relevant theories concerning high school or professional high school libraries, this study comes up with a revised index of service quality assessment suitable for junior and senior school students. After conducting three focus group interviews with school librarians and users, the researcher then revises the above-mentioned index and transformed it into a Questionnaire. This study, using students from four comprehensive high schools in Taichung City as subjects of empirical studies, issued 1,142 questionnaires, among which 1,138 were returned (the return rate was as high as 99.64%), and effective ones amounted to 1,132.The questionnaire consists of four aspects: space and environment, library resources and usages, library services, and librarian education and promotion. It includes 29 indicators, and is rated by the expected and perceived service qualities. The study shows the following results: 1.Comprehensive high school students look forward to more comprehensive library resources as well as resources in electronic forms. 2.The percentage of students visiting libraries less than once in a week is as high as 57.8%, meaning the usage rate for comprehensive high school libraries is low. 3.The perceived quality for library service, on average, is generally above 3.5 points in a score ranging from 1-5, but not reaching the expected service qualities. Such result manifests that students find the library service mostly acceptable, but not preferable. Both junior and senior high students find ‘the accessibility of libraries’ most unacceptable. 4.Gender has relatively little effect on the difference of perceived quality of service, whereas there’s a big gap between junior and senior high school students. Junior high students tend to score higher than senior high students on perceived service quality. 5.It is imperative for comprehensive high school libraries to provide different service strategies for junior and senior high school students. Based on the result of the above study, the thesis suggests the following: 1.Libraries should use service quality assessment as a way to enhance their evaluation, whose result should be taken as managerial reference. 2.It is imperative to strengthen the promotion of the usage of libraries. 3.It is imperative to enlarge the organization scale of libraries so as to promote professional image and to enlarge service range. 4.It is imperative to upgrade soft, as well as hardware equipment of libraries to enhance information service of libraries.

基於教育指標客觀而精簡的特性，本研究嘗試建立一套適合當前教育環境的「我國高級中學後設評鑑指標權重體系」。其方法首先經由文獻探討，分析國內外關於教育指標及後設評鑑的相關研究，並以此建立我國高級中學後設評鑑指標調查問卷初稿。再利用得懷術，結合專家學者智慧修正指標。最後則以臺灣區公、私立高級中學校長為對象寄發問卷，有效樣本123位，並以因素分析法計算後設評鑑指標權重。據此，本研究建構完成之「我國高級中學後設評鑑指標之權重體系」，其結果顯示： 一、「我國高級中學後設評鑑指標之權重體系」中，一級指標包括「評鑑規劃階段」，權重值.204、「評鑑設計階段」，權重值.226、「評鑑實施階段」，權重值.233、「評鑑結果階段」，權重值.220、「結果利用與檢討階段」，權重值.228。 二、一級指標中之「評鑑規劃階段」，下轄「評鑑目的」、「評鑑計畫」、「規劃人員」等三個二級指標，其權重值依序為.391、.402、.379，二級指標下共有11個三級後設評鑑指標，亦各有其權重。 三、一級指標中之「評鑑設計階段」，下轄「評鑑方式」、「評鑑表與評鑑標準」、「評鑑組織及人員」等三個二級指標，其權重值依序為.373、.378、.371，二級指標下共有12個三級後設評鑑指標，亦各有其權重。 四、一級指標中之「評鑑實施階段」，下轄「溝通與協調」、「評鑑資料蒐集方法」、「學校自評過程」、「訪視評鑑過程」等四個二級指標，其權重值依序為.286、.298、.280、.296，二級指標下共有17個三級後設評鑑指標，亦各有其權重。 五、一級指標中之「評鑑結果階段」，下轄「評鑑資料分析」、「評鑑報告」、「評鑑結果公佈」等三個二級指標，其權重值依序為.358、.362、.359，二級指標下共有13個三級後設評鑑指標，亦各有其權重。 六、一級指標中之「結果利用與檢討階段」，下轄「評鑑結果的利用」、「評鑑結果的檢討」等二個二級指標，其權重值皆為.523，二級指標下共有10個三級後設評鑑指標，亦各有其權重。 此外，本研究也針對得懷術及因素分析方法的運用進行分析與檢討，最後並針對實務應用及未來後續研究方向等提出具體的建議。 / The purpose of this study is to establish the meta-evaluation indicators and the weight system of senior-high school in Taiwan.First,we used document analysis to establish the primary scales of meta-evaluation indicators of senior-high school in Taiwan(M.E.I.S.T.).Then,we used the delphi technique to improve the primary scales.Finally, 123 principles of senior-high school in Taiwan were investigated, and we used factor analysis to calculate the weights of M.E.I.S.T.. The main conclusion of this study are as follows: (1)The first-order indicators of M.E.I.S.T. include “the stage of evaluation formulation”,” the stage of evaluation design”, “the stage of evaluation implementation”, “the stage of evaluation results”,“the stage of use and discussion of results”. The weights for each indicator is .204,.226,.233,.220,and.228. (2)There are 3 second-order indicators under“The stage of evaluation formulation”.They are “The evaluation purpose”, “The evaluation plan”, “The staff of planning”. The weights for each indicator is .391, .402, .379.There are 11 third-order indicators under them. (3) There are 3 second-order indicators under“The stage of evaluation design ”.They are “The evaluation ways”, “The evaluation scales and criterias ”, “The organizations and staff”. The weights for each indicator is .373, .378, .371. There are 12 third-order indicators under them. (4) There are 4 second-order indicators under“The stage of evaluation implementation”.They are “The communication and negotiation”,“The data collection”,“The self-evaluation process”, “ The external evaluation process”.The weights for each indicator is .286, . 298, .280, .296. There are 17 third-order indicators under them. (5) There are 3 second-order indicators under“The stage of evaluation results”.They are “The data analysis”, “The evaluation report ”,“The disclosure of results”. The weights for each indicator is .358, .362, .359. There are 13 third-order indicators under them. (6) There are 2 second-order indicators under“The stage of use and discussion of results.”.They are “The use of results ”, “The discussion of results ”. Both of the weights are .523. There are 10 third-order indicators under them. Besides,this study also discusses the implementation of delphi technique and factor analysis. At the end of the study also proposes some concrete suggestions for practical and further study.