本研究旨在了解獲得臺北市優質學校榮譽的學校，其教師參與情形與影響因素，並了解其教師組織承諾情形及對該校參與優質學校評選的知覺情形教師的組織承諾關係，分析教師個人變項、學校環境變項在優質學校知覺以及組織承諾的差異情形，最後探討優質學校教師對優質學校知覺與組織承諾之現況與二者間的關係。 本研究以問卷調查法為主， 以自編之臺北市高國中優質學校教師對優質學校知覺與組織承諾調查問卷（內含基本資料、「教師優質學校知覺量表」、「教師組織承諾量表」）為工具，以2006至2009間獲得臺北市優質學校ㄧ項以上獎項之31所學校分層隨機抽取21所學校教師，共發出問卷490分，回收418份有效問卷(有效回收率85.3%)。另計算各校實際參與情形予以計算分數，累積總分即為該校對優質學校方案參與情形之程度分數，依調查結果，將參與情形之程度分為高、中、低三類型。所得資料以SPSS for window 12.0統計套裝軟體進行描述統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關、相關檢定以及多元迴歸分析等進行資料分析，進行研究結果的分析與討論。研究結論如下： 壹、臺北市高國中優質學校教師對優質學校教育政策的「認知」、「情感」及「參與意願」三方面的表現都在大致良好狀況。 貳、臺北市高國中優質學校教師的年資愈高及兼任行政職務者，其「認知」及「情感」層面高於資淺教師、導師及專任教師。 參、「中等程度參與」之學校教師對優質學校的整體知覺，高於「低程度參與」者及「高程度參與」者。 肆、臺北市高國中優質學校教師有高度的組織承諾。 伍、臺北市高國中優質學校教師服務年資較久及擔任主任的教師組織承諾相對高於資淺教師與組長、導師。 陸、臺北市大型規模高國中優質學校之教師組織認同顯著高於中型規模學校。 柒、臺北市高國中優質學校教師對優質學校的整體知覺表現愈佳者， 教師的組織承諾程度愈高。 捌、臺北市高國中優質學校教師對優質學校的參與意願與認知，對整體組織承諾有顯著預測力。 最後依據研究結果與結論，提出具體建議，以作為學校相關教育人員、教育行政機關、以及未來研究的參考。 / The main purpose of this study was to understand the situation of teachers’ participation and the factors which influence their participation in quality school in Taipei. Further, this study also intent to understand teachers’ perception and organizational commitment. Analyzing variables included teachers’ demographics, and school environment. Finally, this study was to investigate the relationship between teachers’ perception and organizational commitment as well. Survey was used as methodology in this study. The questionnaire “Taipei city high school teachers’ perceptions and organizational commitment”, which was developed by researcher, was used to collect the data. (This questionnaire included three subscales: demographics, quality school teacher perception scale, and Organizational commitment scale). From 2006 to 2009, thirty-one schools received at least one award, and of those, 21 schools were randomly selected. Four hundred and ninety questionnaires were distributed to teachers, and 418 valid questionnaires were returned (responding rate was 85.3%). In addition, each school had a participation score by calculating the degree of school actual participation. The school participation was categorized into three degrees: high, average, and low. SPSS for window 12.0 was used to analyze the data. Descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regressions were used as statistical techniques. The results of this study are as follows: 1.Teachers in quality schools perform well in the “cognition”, “emotion” and “participation” of school education policy. 2.Teachers who have longer seniority or hold an administration job at the same have higher degree of “cognition” and “emotion” than less seniority teachers, class teachers, and specialty teachers. 3.Teachers in quality school in average participant schools have higher cognitive scores than low participant schools and high participant schools. 4.Teachers in quality school are highly committed to the organizations. 5.Teachers who have longer seniority or serve as directors are more committed to the organizations than teachers with less seniority, homeroom teachers and section chiefs. 6.Teachers in large size schools are more committed to the organizations. 7.The better of cognition score, the higher organizational commitment teachers have. 8.Teachers’ “participation” and “cognition” would significantly predict their organizational commitment. From research finding and conclusion, we provide recommendation to the school staff, education board, and future research reference.

本研究旨在建構優質學校校園營造指標及其指標細目，並研究指標及指標細目之相對權重、整體權重，以提供各校進行校園營造之具體明確方向。為達上述研究目的，首先本研究以文獻分析為基礎，初擬優質學校校園營造指標，接著採專家審查、模糊德懷術及層級分析法進行調查。 　　專家審查問卷以學者專家、臺北市優質學校校園營造及新北市卓越學校環境營造獲獎校長為對象，共發出16份問卷，回收有效問卷16份；模糊德懷術問卷共發出16份，回收有效問卷16份，經統計分析刪除未達門檻值之指標細目，建構出優質學校校園營造指標架構。另以前揭調查結果為基礎編製層級分析法問卷，共發出16份問卷，回收有效問卷13份，以調查各指標項目、指標及指標細目之相對權重與整體權重。 本研究主要研究結論如下： 一、以模糊德懷術建構之優質學校校園營造指標分為4個項目、16個指標和59個指標細目。 二、優質學校校園營造指標項目以「安全健康」最重要。 三、優質學校校園營造指標「安全健康」項目以「1.1安全無虞的環境設施」最重要、「人文藝術」項目以「2.1人文的學校建築風格」最重要、「自然科技」項目以「3.1 自然的綠色建築環境」最重要、「學習資源」項目以「4.1 可操作學生學習資源」最重要。 四、指標下之相對權重分別以「1.1.1 校地安全，校舍建築結構良好（如耐震性等），設施堅固安全」、「1.2.1 辦公室配置鄰近教學區，能有效督導校安，並達緊急應變之效」、「1.3.2 能依課程教學需求設置體能活動設施，並有效提升學生體能、促進健康」、「1.4.2 提供數量適足、情境優雅、舒適通風、整潔的廁所及安全衛生的飲用水」…等指標細目最重要。 五、優質學校校園營造指標整體權重以「1.1安全無虞的環境設施」、「1.2整合的安維管理資源」、「1.3健康的體能活動設施」、「1.4舒適的生活休憩環境」、「4.1可操作學生學習資源」等指標最重要。 六、優質學校校園營造指標細目整體權重以前20名指標最重要，占整體權重47.82%。 　　最後，本研究依據研究結果提出建議，提供未來教育行政機關、學校及未來研究有關優質學校校園營造指標評估及使用之參考。 / This research was aimed to construct the indicators of campus management and their corresponding priority weights, in order to provide the concrete directions for shools. To achieve those research purposes above, this research first based on the analysis of documents to establish relevant indicators about campus management, and adopted three methods: Expert Survey, Fuzzy Delphi and the Analytic Hierarchy Process (AHP) to survey. The samples of Expert Survey contained 11 experts and school principals who aquired the award of campus management of Quality School in Taipei city or the award of Excellent School in New Taipei city, and 11 valid samples were collected. In order to select the applicable indicators, individual answers of 16 experets and principals are analyzed by “Fuzzy Delphi” method. Through the statistical analysis, the indicators which were lower than the threshold value were eliminated, and the outline of the indicators of campus management of Quality School was established. Based on the result of Fuzzy Delphi survey, the questionnaire of AHP was compiled, and 13 out of 16 samples were collected. The main conclusions obtained were as follows: 1. The indicators of campus management of Quality School included 4 dimensions, 16 indicators, and 59 subordinate indicators. 2.“Security and health” is the most important dimesion. 3. “1.1 safe environments and facilities” was the most important indicator in the dimension of “security and health”; “2.1 humane school building style” was the most important one in the dimension of “humanities amd art”; “3.1 natural green building” was the most important one in the dimension of “nature and science”; “4.1 operable sduty resources for students” was the most important one in the dismension of “study resources”. 4. “1.1.1 safe school lands, nice structure of school buildings, and solid facilities”, “1.2.1 office near the teaching area”, “1.3.2 Setting up physical activity facilities according to the need of curriculum and teaching”, “1.4.2 providing sufficient, ventilative, and tidy restrooms and healthy drinking water ”, and … were the most important subordinate indicators in each indicator. 5. Regarding the overall priority weights of the indicators, “1.1 safe environments and facilities”, “1.2 intergrated resources of security maintenance”, “1.3 healthy physical activity facilities”, “1.4 comfortable living environments”, “4.1 operable sduty resources for students” , and … are the most important ones. 6. As for the overall priority weights of the subordinate indicators, the top 20 are the most important ones, and they accounted for 47.82% in the overall priority weights。 Finally, according to the research results, the suggestions are provided the education authorities, schools, and future researches to review and to use the indicators of campus management of Quality school.

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.

本研究旨在瞭解臺北市優質學校評鑑指標─以行政管理向度為例之內涵。研究方法為文獻分析、問卷調查與專家訪談，其中問卷調查之樣本為臺北市公私立國民中小學學校行政人員共630位，可用問卷471份，可用率為74.76%；專家訪談對象為臺北市參與優質學校評選，並已獲獎之學校校長共4位。研究工具包含自編之「臺北市優質學校評鑑指標之研究─以行政管理向度為例調查問卷」及「臺北市優質學校評鑑指標之研究─以行政管理向度為例訪談大綱」。本研究之統計方法為描述性統計、t考驗、單因子變異數分析與Scheffé事後比較、Pearson積差相關、線性結構關係分析(SEM)等方式。根據研究結果與分析後歸納之研究結論如下： 壹、優質學校行政管理向度中的知識管理、e化管理、品質管理、績效管理 四項指標之現況 一、臺北市公私立國民中小學學校行政人員在知識管理指標量表及其分向度 的現況得分程度中上，並以「建置利於知識管理的校園環境」及「建立 學校知識庫及分享應用平台」分向度得分最高。 二、臺北市公私立國民中小學學校行政人員在e化管理指標量表及其分向度 的現況得分程度中上，並以「達成具體的e化管理的層級廣度」分向度 得分最高。 三、臺北市公私立國民中小學學校行政人員在品質管理指標量表及其分向度 的現況得分程度中上，並以「建立以需求與滿意為導向的服務」分向度 得分最高。 四、臺北市公私立國民中小學學校行政人員在績效管理指標量表及其分向度 的現況得分程度中上，並以「建立績效管理制度落實績效管理執行」分 向度得分最高。 貳、不同背景變項在知識管理、e化管理、品質管理、績效管理四項指標得分 之差異情形 一、學校行政人員背景變項中，年齡、現任職務、服務年資、學校類別於知 識管理指標得分之差異達顯著水準，但性別、最高學歷、學校屬性、學 校規模則未達顯著差異。 二、學校行政人員背景變項中，性別、年齡、現任職務、服務年資、學校類 別於e化管理指標得分之差異達顯著水準，但最高學歷、學校屬性、學 校規模則未達顯著差異。 三、學校行政人員背景變項中，年齡、現任職務、服務年資於品質管理指標 得分之差異達顯著水準，但性別、最高學歷、學校屬性、學校類別、學 校規模則未達顯著差異。 四、學校行政人員背景變項中，性別、年齡、現任職務、服務年資、學校類 別於績效管理指標得分之差異達顯著水準，但最高學歷、學校屬性、學 校規模則未達顯著差異。 參、知識管理、e化管理、品質管理、績效管理四項指標量表及其分向度得分 之相關分析 一、整體知識管理指標量表與整體e化管理指標量表間呈顯著正相關，且在e 化管理指標量表各分向度中，以「建立學校e化管理的組織制度」與知 識管理指標量表之相關程度最高。 二、整體知識管理指標量表與整體品質管理指標量表間呈顯著正相關，且在 品質管理指標量表各分向度中，以「建立學校全面品質管理的計畫或方 案」與知識管理指標量表之相關程度最高。 三、整體知識管理指標量表與整體績效管理指標量表間呈顯著正相關，且在 績效管理指標量表各分向度中，以「規劃績效管理程序訂定相關管理辦 法」與知識管理指標量表之相關程度最高。 四、整體e化管理指標量表與整體品質管理指標量表間呈顯著正相關，且在 品質管理指標量表各分向度中，以「建立學校全面品質管理的計畫或方 案」與e化管理指標量表之相關程度最高。 五、整體e化管理指標量表與整體績效管理指標量表間呈顯著正相關，且在 績效管理指標量表各分向度中，以「建立績效管理制度落實績效管理執 行」與e化管理指標量表之相關程度最高。 六、整體品質管理指標量表與整體績效管理指標量表間呈顯著正相關，且在 績效管理指標量表各分向度中，以「建立績效管理制度落實績效管理執 行」與品質管理指標量表之相關程度最高。 肆、驗證知識管理、e化管理、品質管理、績效管理四項指標之適配度 一、本研究具有良好的整體適配度，符合判斷值＜0.05的規準。 二、本研究具有良好的比較適配度，符合判斷規準。 三、本研究具有良好的精簡適配度，符合可能值域為0~1之判斷規準。 四、本研究具有良好的基本適配度，符合判斷規準。 五、本研究具有良好的內在適配度，符合判斷值須為正的實數之規準。 最後，本研究根據研究結果分別提出以下建議： 壹、對主管教育行政機關之建議 一、透過學校現場資訊瞭解，改進優質學校行政管理的評選歷程。 二、依據評選實際情況及各校建議與需求，不斷充實及修正評鑑指標。 三、學校行政管理之課程應嵌入知識分享的理論與實務。 四、挹注足夠的經費與資源，以充實優質的e化管理基礎環境。 五、落實統計資料庫之建置與參賽成果之匯整的績效管理。 貳、對學校行政人員之建議 一、擬定彈性的品質管理計畫及標準作業流程。 二、優質學校行政管理之運作須結合各校願景。 三、領導者須整合行政團隊之共識與向心力。 四、善用激勵原則，提高參與評選之動機及意願。 五、資料呈現與方案撰寫須以創意取勝。 / The main purpose of this research is to study the indicators of evaluating the quality school in Taipei city: an example of the dimension for administration management. The research methods included literature analysis, questionnaires investigation, and interviews. The research instrument was distributed to 630 school administrative personnel of public or private elementary and middle schools in Taipei city. There are 471 valid samples which were used in this study. The purpose of survey method with 4 specialists was aimed to explore the opinions of specialists. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, and SEM through the use of LISREL 8.71. The conclusions drawn from the study were as follows : A.The existing situation in the dimension for administration management of quality school 1.The perception of school administrative personnel were above average agreement of the knowledge management indicators. For them, the best items are “establish the campus environment which favors knowledge management” and “establish the school knowledge base and the shared or applied platform.” 2.The perception of school administrative personnel were above average agreement of the e-management indicators. For them, the best item is “achieve the concrete level and breadth of e-management.” 3.The perception of school administrative personnel were above average agreement of the quality management indicators. For them, the best item is “establish the services which take the demand and satisfaction as the guidance.” 4.The perception of school administrative personnel were above average agreement of the performance management indicators. For them, the best item is “establish the system of performance management and carry out the execution of performance management.” B.The difference of each examinee in different background variable of making scores of knowledge management, e- management, quality management, and performance management indicators 1.School administrative personnel’s age, position of service, years of service, and school category have significant influences on knowledge management indicators. But School administrative personnel’s sex, highest educational degree, school attribute, and school size do not have any significant influences. 2.School administrative personnel’s sex, age, position of service, years of service, and school category have significant influences on e-management indicators. But School administrative personnel’s highest educational degree, school attribute, and school size do not have any significant influences. 3.School administrative personnel’s age, position of service, and years of service have significant influences on quality management indicators. But School administrative personnel’s sex, highest educational degree, school attribute, school category and school size do not have any significant influences. 4.School administrative personnel’s sex, age, position of service, years of service, and school category have significant influences on performance management indicators. But School administrative personnel’s highest educational degree, school attribute, and school size do not have any significant influences. C.In the aspect of relationships among the indicators and items of knowledge management, e-management, quality management, and performance management 1.There are positively correlation existed among knowledge management indicators, e-management indicators, quality management indicators, and performance management indicators. 2.There are positively correlation existed among items of knowledge management indicators, e-management indicators, quality management indicators, and performance management indicators, too. D.Confirm the model of the dimension for administration management of quality school 1.The dimension for administration management of quality school contains four indicators : knowledge management indicators, e-management indicators, quality management indicators, and performance management indicators. 2.The model of the dimension for administration management of quality school for school administrative personnel of public or private elementary and middle schools in Taipei city is proper. In the last part, based on the research results, the researcher proposed some suggestions for “educational administrative agencies”, “school administrative personnel”, and “other researchers”, hoping to benefit the improvement of indicators of evaluating the quality school in Taipei, especially in the dimension for administration management in the future.