本研究旨在探討國民中小學校長工作的壓力與行政決定之關係。探討目前國民中小學校長所承受的工作壓力概況如何？並比較不同背景變項之國民中小學校長，對不同類別的工作壓力是否有顯著的差異，以及分析國民中小學校長面臨工作壓力時，所採用之行政決定的差異為何？ 本研究以九十三學年度台北縣國民中小學校長為研究對象，並以「校長工作壓力量表」及「校長行政決定之調查問卷」為施測工具，進行問卷調查。有效樣本223份。所得資料以次數分配、平均數、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析並以薛費法(Scheffé)事後比較。綜合本研究之結果如下： 壹、國民中小學校長的工作壓力現況，整體及各向度均呈中等程度。 貳、不同教育背景之國民中小學校長的整體工作壓力，沒有差異存在。 參、不同教育背景之國民中小學校長的各壓力向度，確有差異存在。 肆、不同教育背景之國民中小學校長在各壓力向度的題項中，確有差異存在。 伍、國民中小學校長的行政決定模式，呈偏民主方式。 陸、不同教育背景之國民中小學校長的整體行政決定模式，確有差異存在。 柒、不同教育背景之國民中小學校長的各壓力向度，確有差異存在。 捌、不同教育背景之國民中小學校長的各行政決定模式，確有差異存在。 玖、所有壓力向度及行政決定模式中，達.05顯著相關者有三，即地方壓力與教務行政，部屬壓力與教務行政，行政負擔壓力與教務行政。

本研究的主要目的，在探討九二一大地震震災學校環境重建的相關應變措施，發現九二一大地震震災學校使用簡易教室及設備的相關議題，研究九二一大地震震災學校環境重建過程的問題，俾供震災學校環境重建相關人員及未來研究者參考。 本研究以南投及臺中兩縣國民中小學震災學校校長、主任、教師及學生為研究對象，一共抽取125所震災學校實施問卷調查（有效樣本898人，南投縣597人，臺中縣305人）；另外，選擇2所震災學校以訪談校長的方式進行案例分析。蒐集資料的工具，包括自編調查問卷、訪問表和照相機（幻燈片）等三種。在統計分析上，主要採用次數和百分比、卡方考驗以及Cochran Q考驗等方法。經研究結果發現： 一、震災學校環境重建應變措施 （一）震災學校人員在簡易教室搭建完成之前，最希望在原校未受損建物內復課，其次是學校的空地上。 （二）震災學校在賑災初期面臨較嚴重的前幾個問題為「復課場所問題」、「衛生飲食問題」、「毀損校舍拆除問題」以及「應急經費不足」。 （三）震災學校人員認為最適宜在賑災初期作震災學校資源整合工作的單位為各縣市教育局。 二、簡易教室及設備的相關議題 （一）震災學校人員對於簡易教室的外觀、空間大小、照明設備、屋頂排水效果以及防震效果大致持滿意看法；對於簡易教室的通風效果、隔音效果、隔熱效果、無障礙設施以及防竊效果大致持不滿意的看法；而對於簡易教室的教學設備、自然採光效果、飲用水設備、簡易廁所環境以及防雨效果蠻多的人持滿意看法，但也有不少人不滿意，看法不一致。 （二）半數以上的全毀學校認為簡易教室數量不足，而半數以上的部分（棟）毀損學校則認為簡易教室數量足夠。 （三）最希望簡易教室中能增加電腦教室。 （四）震災學校人員認為最適宜的簡易教室發包方式是委由民間單位發包施工。 三、震災學校環境重建工作 （一）幾乎全部的震災學校都已經成立校園重建規畫小組。 （二）震災學校校園重建規畫小組組成成員的優先性依序為建築師、學校行政人員、教師、認養單位人員、社區人士（含家長）、土木工程師、學者專家、水電技師、教育行政人員、學生。 （三）震災學校環境重建應該由震災學校人員主導。 （四）震災學校理想的完工時程為「兩年以內」，而實際上也預估能夠在「兩年以內」完工。 （五）震災學校環境重建過程中遇到較嚴重的前幾個困難為「重建經費不足」、「重建程序複雜」、「相關法令繁瑣影響重建時效」。 （六）震災學校人員比較強調的規畫理念依序為「規畫人性化生活休憩空間」、「設置現代化科技資訊設備」以及「建構教/學中心的學校空間」。 （七）學校、縣府以及民間單位三方合作的校園重建規畫流程受到肯定。 研究者根據文獻分析與研究發現，提出下列幾點建議： 一、對教育行政機關的建議：（一）成立專責機構負責震災學校環境的重建；（二）提升震災學校賑災及重建效率；（三）適度提升簡易教室各項設施品質；（四）適度考量震災學校減併問題。 二、對震災學校的建議：（一）主動因應震災初期面臨的問題；（二）選擇適當的簡易教室搭建地點；（三）用心解決簡易教室使用問題；（四）校園重建應整體規畫逐步推動；（五）震災學校空間規畫應考量學校未來發展；（六）創新之餘不忘學校文化的傳承；（七）重建過程的校園品質與安全維護。 三、對認養單位的建議：「賑災是一時的」但「學校是永久的」，認養單位除了提供必要協助之外，宜讓震災學校有更多的參與，甚至由震災學校人員主導整個校園重建的歷程。 四、對未來相關研究的建議：（一）物質資源的被剝奪是否會對孩子的學習成就造成影響；（二）臺灣學校建築地震史的分析整理；（三）震災學校與認養單位之間合作模式和流程的探討與比較；（四）學校空間應該如何規畫設計才能符合學校未來發展的需求；（五）探討學校建築地區文化的重塑歷程。

本研究旨在建構國民中小學校長評鑑指標系統，了解指標系統之權重，並提出結論與建議，以供主管教育行政機關實施校長評鑑之參考，並提供後續研究之參考。 在研究方法部分，首先，以文獻分析探討校長評鑑之理論分析，了解校長評鑑之意義、相關概念、目的與程序；探討國內校長評鑑之現況；探討國內校長評鑑之相關研究；探討校長評鑑指標系統之建構，並初擬本研究國民中小學校長評鑑指標系統。第二，以專家審查問卷調查10位專家學者對本研究初擬之指標系統之意見。第三，採模糊德菲法問卷，以18位專精於校長評鑑之專家學者以及富實務經驗之校長為研究對象，以進行本研究指標系統之篩選。第四，採層級分析法問卷，以前揭篩選之指標系統為基礎建構問卷，同樣對18位研究對象進行調查，以建構本研究指標系統之權重。 根據研究之結果與分析，歸納本研究結論如下： 一、本研究建構之國民中小學校長評鑑指標系統共三階層，計有六大領域，十二個向度，三十八項指標。 二、本研究建構之國民中小學校長評鑑指標系統之第一階層各領域相對權重，排序如下：「課程與教學領導」領域佔23.3%、「學生與教師成長」領域佔21.7%、「行政領導與管理」領域佔19.9%、「政策與校務推展」領域佔13.9%、「專業成長與素養」領域佔12.1%、「資源與公關管理」領域佔9.1%。 三、本研究建構之國民中小學校長評鑑指標系統之第二階層各向度相對權重，在「課程與教學領導」領域下，以「教學領導」向度較重要，佔65.1%；在「學生與教師成長」領域下，以「學生學習」向度較重要，佔65.3%；在「行政領導與管理」領域下，以「行政領導」向度較重要，佔66%；在「政策與校務推展」領域下，以「校務推展」向度較重要，佔70.1%；在「專業成長與素養」領域下，以「理念操守」向度較重要，佔70.6%；在「資源與公關管理」領域下，以「資源管理」向度較重要，佔54.6%。 四、本研究建構之國民中小學校長評鑑指標系統之第三階層各指標相對權重，在「教學領導」向度下，以「協助教師實施多元與適性的教學與評量」最重要，佔38.5%；在「課程管理」向度下，以「主持課程發展會議，帶領教師規劃與實施學校課程」最重要，佔41.9%；在「學生學習」向度下，以「培養品德良好、身心健康的學生」最重要，佔29.2%；「教師成長」向度下，以「鼓勵教師參與課程教學研究，促進課程教學效能與創新」最重要，佔40.9%；「行政領導」向度下，以「激勵教職員工生動機，塑造學習文化與共同領導」最重要，佔31.3%；「人力管理」向度下，以「展現知人善任能力，使教職員工適才適所」最重要，佔46.6%；「校務推展」向度下，以「依照學校背景、特性與需求，型塑共享的學校願景」最重要，佔39.5%；「政策執行」向度下，以「將重要教育政策與法令融入校務發展計畫，並落實與檢討」最重要，佔44.9%；「理念操守」向度下，以「具有良好品格操守，遵守專業倫理規範」最重要，佔36.7%；「專業成長」向度下，以「具有專業責任感與服務熱忱，以專業領導同仁」最重要，佔47.7%；「資源管理」向度下，以「妥善運用各項資源，營造優質教學環境」最重要，佔36.7%；「公共關係」向度下，以「與家長、社區維持良好關係，促進交流與資源共享」最重要，佔51.9%。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、國民中小學校長以及後續研究之參考。 / The purpose of the study is to construct the principal evaluation indicators system for elementary and junior high schools, understand the weights of the indicators system, and provide conclusions and suggestions for education administrative institutions to implement principal evaluation and future study. As for research methods, firstly, by literature review, discussing the theory basis of the principal evaluation to understand the signification, related concepts, purposes, and procedure; discussing the domestic current status of the principal evaluation; discussing the domestic related studies of principal evaluation; discussing the construction of the principal evaluation indicators system, and preliminarily develop the principal evaluation indicators system for elementary and junior high schools. Secondly, investigating the suggestions of 10 experts by questionnaire. Thirdly, selecting the indicators system by fuzzy Delphi method questionnaire for 18 experts and principals. In the final stage, constructing the weights of the indicators system by Analytic Hierarchy Process questionnaire for the same 18 experts and principals. The main conclusions are as follow: 1. The principal evaluation indicators system for elementary and junior high schools consists with 6 areas, 12 dimensions and 38 indicators in total. 2. The weights of 6 areas are: ‘curriculum and instructional leadership’ area (23.3%), ‘student and teacher growth’ area (21.7%), ‘administrative leadership and management’ area (19.9%), ‘policy and school affair promotion’ area (13.9%), ‘professional growth and integrity’ area (12.1%), ‘resource and public relations management’ area (9.1%). 3. The weights of 12 dimensions are as follow: in ‘curriculum and instructional leadership’ area, ‘instructional leadership’ dimensionis more important( 65.1%); in ‘student and teacher growth’ area, ‘student learning’ dimension is more important( 65.3%); in ‘administrative leadership and management’ area, ‘administrative leadership’ dimension is more important( 66%); in ‘policy and school affair promotion’ area, ‘school affair promotion’ dimension is more important( 70.1%); in ‘professional growth and integrity’ area, ‘idea and moral integrity’ dimension is more important( 70.6%); in ‘resource and public relations management’ area, ‘resource management’ dimension is more important( 54.6%). 4. The weights of 38 indicators are as follow: in ‘instructional leadership’ dimension, ‘assisting teachers to implement diverse and adaptive instruction and assessment’ is most important(38.5%) ; in ‘curriculum leadership’ dimension, ‘directing curriculum development conferences, and leading teachers to plan and implement curriculum’ is most important(41.9%); in ‘student learning’ dimension, ‘training moral and healthy student’ is most important(29.2%); in ‘teacher growth’ dimension, ‘encouraging teacher to participate curriculum and instructional research, and promoting curriculum and instructional innovation and efficacy’ is most important(40.9%); in ‘administrative leadership’ dimension, ‘encouraging faculty and student motivation, and shaping learning culture and participating leadership’ is most important(31.3%); in ‘human resource management’ dimension, ‘picking the right man for the right job’ is most important(46.6%); in ‘school affair promotion’ dimension, ‘according to school background, feature and needs, establishing shared school vision’ is most important(39.5%); in ‘policy implementation’ dimension, ‘integrating important education policies into school development plans, implementing and reviewing the school development plans’ is most important(44.9%); in ‘idea and moral integrity’ dimension, ‘possessing moral integrity, and compling with profession ethics’ is most important(36.7%);in ‘professional growth’ dimension, ‘possessing professional responsibility and service enthusiasm, and leading members by profession’ is most important(47.7%); in ‘resource management’ dimension, ‘properly using resources, and shaping high quality instructional environment’ is most important(36.7%); in ‘public relations’ dimension, ‘maintaining good relation with patents and community, promoting exchange ,and sharing resources’ is most important(51.9%). In conclusion, the findings and results in hope of providing suggestions for educational administrative institutions, elementary and junior high school principals, and future study.

本研究採⽤個案研究法進⾏研究，以臺北市五所學校，教師應⽤團隊合作學習模式作為研究個案，探討教師應⽤團隊合作學習模式後，其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種，質性部分有教師訪談內容，⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況；量化部分使⽤教師教學效能調查問卷，透過學⽣填答知覺教師教學效能狀況。 研究結果顯⽰，學⽣知覺教師應⽤團隊合作學習模式中，國⼩與國中學⽣有顯著差異。研究者在質性資料中，歸納出教師透過團隊合作學習模式，能有效的執⾏其教學模式，包含：1. 規劃教學⽬標⼤綱，熟悉教材，設計教學；2. 透過團隊營運，調節班級經營，提⾼學⽣凝聚⼒；3. 明確的教師⾓⾊定位，團隊的權⼒釋放；4. 從過程中觀察與檢討，讓學⽣評定學習的過程與環境；5. 強化學⽣獨⽴思考，主動協助，提升表達能⼒；6. 凝聚共識，發展整合發表能⼒，培養團隊責任。最後，研究者據此提供建議，以供相關研究或課程參考。 / The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.

為瞭解國民中小學學生學習電腦相關行為及現況,本研究以台北市國民中學三年級學生1251人及國小六年級學生1201人為研究對象,經運用電腦經驗調查表.認知需求量表.數學焦慮量表.電腦態度量表及電腦素養測驗卷等研究工具,獲得所需的資料,再以chi-square考驗.皮爾遜積差相關. t-test.典型相關.多元(逐步)迴歸及因徑分析等方法進行統計分析,結果 有以下幾點發現: 一. 國民中小學學生電腦經驗.電腦資源.電腦態度與電腦素養現況方面 1. 國中與國小學生之電腦經驗有顯著的差異存在. 2. 國中與國小學生之電腦資源部份有顯著的差異. 3. 國中與國小男女學生之電腦經驗部份有顯著的差異存在. 4. 國中與國小男女學生之電腦資源部份有顯著的差異存在. 5. 國中學生與國小學生在電腦焦慮與電腦有用性兩電腦態度上有顯著差異. 6. 國民中小學男學生之電腦態度(焦慮與自信)顯著較女生好. 7. 國中學生之電腦素養(軟硬體.應用與影響.操作.倫理)顯著較國中學生佳. 8. 國民中小學男學生之電腦素養(軟硬體.應用與影響.操作)顯著較女生佳. 二. 影響國中小學生電腦態度方面 1. 電腦經驗與國中小學生之電腦態度有顯著之正相關. 2. 電腦資源與國中小學生之電腦態度有顯著之正相關. 3.認知需求與國中小學生之電腦態度有顯著之正相關. 4. 數學焦慮與國中小學生之電腦態度有顯著之相關. 5. 數學成就與國中小學生之電腦態度有顯著之正相關. 6. 認知需求.每星期使用電腦的時間.每星期閱讀電腦書籍及雜誌的.家中電腦週邊設備的情形.自己或與他人共同使用電腦以及是否有電腦學前經驗等六個變項對國中小學生之電腦態度有顯著的預測效果,預測解釋力為32%. 三. 影響國中小學生電腦素養方面 1. 電腦經驗與國中小學生之電腦素養有顯著之正相關. 2. 電腦資源與國中小學生之電腦素養有顯著之正相關. 3. 認知需求與國中小學生之電腦素養有顯著之正相關. 4. 數學焦慮與國中小學生之電腦素養有顯著之相關. 5. 數學成就與國中小學生之電腦素養有顯著之正相關. 6. 每星期閱讀電腦書籍及雜誌的時間.家中電腦週邊設備的情形.自己或與他人共同使用電腦.電腦焦慮.電腦自信以及電腦喜歡等六個變項對國中小學生之電腦素養有顯著的預測效果,預測解釋力約為52%.四.整合模式分析方面1. 國中學生之電腦經驗與電腦資源對其電腦素養之影響,主要是來自直接效果的影響(經驗:57.32%;資源:73.31%), 而認知需求對電腦素養之影響主要是透過電腦態度間接效果的影響(89.06%).2. 電腦經驗與電腦資源對國小學生電腦素養之影響, 來自間接效果的影響約佔(經驗: 67.55%;資源:52.32%),認知需求對國小電腦素養的影響主要是透過電腦態度的間接效果,佔61.29%. With the expansion of computer technology, it is important to prepare individuals for success in our increasingly computerized society. Therefore,factors that impact decisions regarding attitude and literacy of computer should be expored. Several factors should be considered: (1) individual characteristics, (2) computer experience, (3) computer resource, (4) cognitiveneed, (5) mathematics anxiety, and (6) mathematics achievement. The purposes of this study were : (1) To find out the situation of information education in junior secondaryand primary school at present; (2) To find out the situation of the computer attitude and literacy in junior secondary and primary school students at present; (3) To examine the relationship and effects toward computer attitudes and literacy of many factors. 1251 junior secondary and 1201 primary school students were measured by (1)individual characteristics and computer experience questionnare, (2) Cognitive Need Scale , (3) Mathematics Anxiety Scale , (4) Computer Attitude Scale, and(5) Computer Literacy Test. The mainly statistical methods are chi-square, pearson product moment correlation, t-test, canonical correlation analysis, multiple(stepwise) regression analysis and path analysis. The results of the analysis of data indicated the following : (1) There were significant sex and school level differences of attitude and literacy toward computer. Boys were better than girls. Primary school students were better than junior secondary school; (2) There were significant correlations between computer experience, computer resource, cognitive need, mathematics anxiety, mathematics achievement, and computer attitude; (3) There were significant correlations between computer experience, computer resource, cognitive need, mathematics anxiety, mathematics achievement, and computer literacy; (4) Computer experience, computer resourse, cognitive need and computer attitude were significant predictors for computer literacy. Computer attitude was the best significant predictor. Recommendations were made for information education , school , family,educational organization and future additional research , to improve the attitude and literacy toward computer of junior secondary and primary school students.

「國民中小學組織再造及人力規劃試辦方案」政策主要是為了配合九年一貫 課程實施，重視學校本位課程，期透過總量員額管制、調整國民小學組織與人力架構，促進教學與行政責任，期能減輕教師教學及行政負擔，並發揮教育經費使用效益。本研究旨在瞭解臺北市國民小學參與國民小學組織再造與人力試辦規劃方案實施情形與成效、探討臺北市國民小學教師對於國民中小學組織再造與人力規劃試辦方案之認知程度與支持度、瞭解臺北市國民小學教師對於學校滿意度與學校組織規劃之意見。採用文件分析法與問卷調查法二種研究方法。研究者蒐集臺北市國民小學參與「中小學組織再造及人力規劃試辦方案」之相關文件資料，並自編「臺北市國民小學學校組織再造調查問卷」，受試者包括臺北市92至95學年度參與試辦方案之9所國民小學及未參與試辦方案之9所國民小學，普查該18所國民小學之1,000名教師，可用問卷回收率達70.6﹪。茲根據研究所得，做成結論如下。 壹、臺北市參與試辦方案之國民小學為提升學校效能等因素參與試辦後，由試辦小組進行宣導、規劃試辦與檢討，雖面臨配套措施尚未健全等困難，但以各種組織再造策略，期許達成預定目標。 貳、臺北市參與試辦方案之國民小學教師對於試辦成果普遍表示肯定滿意與支持，除達成教育部與臺北市政府教育局之四項預期目標外，並獲得學校成員、家長與學生之高度肯定。 參、臺北市國民小學教師對於國民中小學組織再造與人力規劃試辦方案認知情形屬中等程度。 肆、不同性別、年齡、服務年資、最高學歷、現任職務、學校規模、學校地區、學校校齡、參與方案與否之臺北市國民小學教師對試辦方案認知情形達顯著差異。 伍、臺北市國民小學教師對於國民中小學組織再造與人力規劃試辦方案支持度屬中上程度，且最支持「總量員額管制，彈性調整處室編制」。 陸、不同性別、服務年資、學歷、現任職務與學校地區的臺北市國民小學教師對國民中小學組織再造與人力規劃試辦方案支持度達顯著差異。 柒、臺北市國民小學教師對於組織再造試辦方案整體認知程度與支持度相關情形 達顯著。 捌、臺北市國民小學教師對於「學校整體滿意度」屬中上程度。 玖、不同職務、學校規模、學校地區、學校校齡、參與試辦方案與否之臺北市國民小學教師對學校現況滿意度達顯著差異。 拾、臺北市國民小學教師強烈贊同「部分行政工作可視性質改由『一般行政』或『教育行政』專長之職員擔任，如總務處主任與組長」；同時贊成「學校控留部分教師員額改聘兼任人員」，並相當支持「與教學無關之行政工作採勞務外包」等組織員額彈性規劃之作法。 拾壹、五成以上臺北市國民小學教師同意小幅度調整學校組織架構。 茲根據以上結論，提出教育行政機關與學校執行「國民中小學組織再造與人力規劃試辦方案」之建議如下。 壹、參與試辦方案學校實施成效良好，參與試辦學校數量值得逐年增加，教育部可考慮持續擴大試辦。 貳、安排訪視活動、舉辦成果發表會或成立校際策略聯盟，以瞭解學校試辦情形並分享交流經驗，以利檢討改進。 參、採取漸進式的學校組織再造，小幅度調整行政組織結構。 肆、調整不同學校規模之人員編制或擴大學校行政人員編制。 伍、妥適善用校內外人力資源並控留部分教師員額改聘兼任、代課、教學支援人員。 陸、非屬教學專業之固定項目委外辦理，由教育行政機關統一發包。 柒、依據學校特色與需求，彈性規劃整體組織再造及人力調整，並持續檢討改進。 捌、持續宣導與溝通組織再造與人力規劃試辦方案，並加強特定族群之宣傳，由下而上建立共識，擴大組織再造參與層面。 玖、教育行政機關在法令與經費上提供相關配套措施，增加學校的執行力與行動力。 拾、組織再造與人力規劃試辦方案的推動應由組織結構的調整邁向組織文化的 重塑。 拾壹、對未來研究的建議。 / “The Organization Restructuring and Human Resource Planning Project of the Elementary and Secondary School” policy is a complement to the implementation of Grade 1-9 Curriculum. It emphasizes school-based curriculum and hopes to expand the responsibility of teaching and administration, to alleviate the loads of teaching and administration, and to improves the costs-benefits of educational budgets through total personnel control and adjustment of elementary and secondary schools’ organization and human resource structure. The purposes of this study were to realize the implementation and effectiveness of the organization restructuring and human resource planning project of elementary and secondary schools in Taipei, to investigate the level of cognition and support of this project from the teachers of elementary schools in Taipei, and to understand their satisfaction levels toward school and their opinion regarding organization planning of schools. The research methods used in this study were document analysis and questionnaires. The researcher collected relevant documents regarding this project from elementary schools in Taipei and designed “The Organization Restructuring Questionnaire of Elementary Schools in Taipei”. The participants included 9 participating elementary schools and 9 non-participating elementary schools in Taipei from the academic year of 92 to 95. The questionnaires were sent to 1000 teachers from this 18 elementary schools. The valid rate of return is 70.6 %. The results of this study were as follows: 1.Due to the reasons of being appointed from the educational department, considering the needs of the schools, improving school effectiveness, and activizing school human resources, the elementary schools in Taipei which participating in this project first formed a committee to promote, plan, and evaluate.Although facing the difficulties of immature conceptualization and the void of corresponding interventions, five restructuring strategies including adjusting organization structure, re-designing job duties, re-allocating human resources, teaming the task forces ,and simplifying operation process were used. In addition to attain the four expected goals of the Ministry of Education, it was also hoped that certain goals regarding administration management, organization structure, teaching , learning, and parents’ service were be achieved. 2.The elementary teachers participating in this project expressed general satisfaction and support toward the results. Besides the four expected goals from The Ministry of Education and Taipei City Government Educational Department, highly recognition from the staff, parents and students were acquired. 3.The elementary school teachers in Taipei expressed medium cognition level toward this project. 4.There were significant differences in the cognition level toward this project between gender, age, seniority, education background, position, school scale, school area, and participation or not of the elementary school teachers in Taipei. 5.The elementary school teachers in Taipei expressed medium to high support level toward this project and support “total personnel control and flexibly adjust the organization of units” the most. 6.There were significant differences in the support level toward this project between different gender, seniority educational background, position, and school areas of the elementary school teachers in Taipei. 7.There was significant positive correlation between the cognition level and support level toward this project of the elementary school teachers in Taipei. 8.The elementary school teachers in Taipei expressed a medium to high satisfaction level toward “the general satisfaction of school”. 9.There were significant differences in the satisfaction level toward the present status of school between different position, school scale, school area, school history, and participation or not of the elementary school teachers in Taipei. 10.The elementary school teachers in Taipei strongly agreed that: (1)Some of the administration work can be took by staffs with normal administration specialty or educational administration specialty ; (2)School maintained certain personnel quatos and hire part-time employees . (3)Outsourcing the non-teaching relevant administration work. 11.Half of the elementary school teachers in Taipei agreed small-scale school organization restructuring. According to the above results, suggestions were provided to the administration institutions and schools which participated in the project: 1.The school participating in the project had good performance. Therefore, the Ministry of Education could consider expanding the participation to more schools gradually. 2.In order to share the experience and to benefit improvement, it is suggested to arrange visiting activities, to hold a results presentation, or to establish strategic alliances between schools. 3.Proceed school restructuring gradually and have small-scale administrative organization restructure. 4.Adjust the staffing of different school scales and expand the staffing of school administration personnel. 5.Using the human resources outside from the school more properly and maintain the teacher quotas to employ part-time, substitute teacher or teaching-supportive staff. 6.Outsourcing the non-teaching items through educational administration institutions. 7.According to the characteristics and demands of the schools, plan organization structure and human resources adjustment flexibly and evaluation continuously. 8.Promote and communicate the project continuously and reinforce the advertising to specific audience in order to expand the scope of organization restructuring. 9.In order to increase the execution of schools, educational administration institutions should provide corresponding interventions in laws and budgets. 10.The promotion of the organization restructuring and human resource planning project should move from the adjustment of organization structure to the re-shaping of organizational culture. 11.The recommendation to future research.