本研究旨在探討國中生樂觀/悲觀傾向、課業壓力評估、課業壓力因應方式與學校生活適應間之關係，以及個人背景變項在這幾個變項間之差異情形，最後並藉由結構方程模式的建立，試圖找出各變項間之相互影響關係。 為達成本研究之目的，首先蒐集相關文獻，加以研覽與分析，據之作為本研究架構的理論基礎。在實徵研究方面，以桃園縣公立國中一至三年級1224名男女學生為受試者，以修訂之「樂觀/悲觀量表」、「壓力評估量表」、「學校生活適應量表」及自編之「課業壓力因應量表」為研究工具，進行問卷調查。所得資料以因素分析、信度分析、描述統計分析、皮爾遜積差相關分析、t考驗、單因子變異數分析及SEM結構方程模式等統計方法加以處理。依分析結果發現：一、國中生之樂觀傾向偏低，悲觀傾向偏高；二、國中生之初級評估結果高而次級評估結果普通；三、國中生最常採取的課業壓力因應方式為「積極情緒焦點因應」，其次為「消極情緒焦點因應」、「積極問題焦點因應」，而最少使用的是「消極問題焦點因應」；四、國中生之學校生活適應情形普通，而在各向度的適應上，以同儕關係適應最佳，學習適應最差；五、國中生之性別在壓力評估、各種壓力因應方式、及多數學校生活適應(學習、同儕關係、師生關係及整體)有顯著差異存在；六、國中生之年級在樂觀/悲觀傾向、次級評估、多數因應方式(積極問題、消極問題、積極情緒)及多數學校生活適應(學習、師生關係、心理適應及整體)有顯著差異存在；七、在各變項間之影響關係上，根據研究者所建構之因果路徑模式圖得知，國中生之樂觀傾向與積極壓力因應方式會導致較佳的學校生活適應情形；國中生之悲觀傾向會透過消極壓力因應方式導致較差的學校生活適應情形；國中生之次級評估結果及樂觀傾向可以預測積極壓力因應方式的使用情形；國中生之次級評估結果及悲觀傾向可以預測消極壓力因應方式的使用情形；若進一步進行影響強弱之分析，則會發現悲觀對學校生活適應不具有預測力存在，而樂觀則對學校生活適應具有高度預測力；積極因應方式對學校生活適應的預測力大於消極因應方式；次級評估對選擇使用積極因應方式的預測力大於樂觀；但次級評估對選擇使用消極因應方式之預測力則小於悲觀。 / The purpose of this research is to discuss the relationship between junior high school students’ optimism/pessimism tendency, academic appraisal ways, academic coping ways, and school-life adjustment; and the differences between junior high school students’ gender and grade differences in these four variables; at last, to find out the influence relation between these variables by establishing a structural equation model. The subjects of this research are 1224 junior high school students in Tao-Yuan. The measures used in this research include: OPI, appraisal scale, academic coping scale, and school-life adjustment scale. And, the statistic methods used in this research include: factor analysis, item analysis, descriptive analysis, T-test, One-way ANOVA, Pearson product-moment correlation, and SEM etc. The findings are as follow: 1.Junior high school students have median-low optimism tendency, median-high pessimism tendency, high primary appraisal, and median secondary appraisal. 2.The frequency of each coping way that junior high school students use most is “positive emotional-focused coping”, then “negative emotional-focused coping”, “positive problem-focused coping”, and “negative problem-focused coping”. 3.Junior high school students have median school-life adjustment, and in all parts of school-life adjustment, junior high school students have the greatest adjustment in “peer-relation” and the worst adjustment in “learning adjustment”. 4.“Age” and “gender” have significant differences in most of the variables. 5.High optimism tendency and positive coping strategy can affect junior high school students’ greater school-life adjustment, and pessimism tendency can only affect their school-life adjustment through negative coping ways; secondary appraisal and optimism tendency can be used to predict positive coping ways; secondary appraisal and pessimism tendency can be used to predict negative coping ways. Further analysis shows that positive coping ways have greater affection on school-life adjustment than negative coping ways; secondary appraisal has greater affection on positive coping ways than optimism and lower affection on negative coping ways than pessimism.

本研究採用台北市政府教育局所發展的「發展性教學輔導系統」作為研究工具，以台北縣一所國中的二位實習教師作為研究對象，進行學校本位教學視導的行動研究，藉以瞭解學校本位教學視導對實習教師在教學輔導上的成效。 本研究先以文獻分析法探討學校本位教學視導的理論內涵，再從實施學校本位教學視導所蒐集的教學觀察、座談回饋、學生反應、教師感想等等相關資料，分析比較二位實習教師在接受學校本位教學視導前後的教學變化情形，並與一位未接受學校本位教學視導的實習教師作對照，最後提出如下的研究發現與建議： 一、研究發現 （一）學校本位管理與教學視導為學校本位教學視導的理論基礎。 （二）學校本位教學視導的實施方式會因校制宜。 （三）實施學校本位教學視導可以幫助教師專業成長，增加教師教學信心；促進教學專業對話，建立教學專業團隊；提高學生學習興趣，提升學生學習效果；培訓教學視導人員，成為校內種子教師。 二、綜合建議 （一）教學視導的規準與指標內容要具體、客觀、明確。 （二）依學校條件與教師需求權變實施學校本位教學視導。 （三）學校本位教學視導應成為學校例行措施。 （四）教師聘約上明文規定教師應接受學校本位教學視導。 （五）師資培育機構協助教育實習學校培訓教學視導人員。 （六）採用質量並行的研究方法繼續後續研究。 / The research adopts Developmental Instructional Assistance Program developed by the bureau of education in Taipei City Government as the study tool. The subjects of the research are two intern teachers who work in a junior high school of Taipei County. In order to realize the effect of school based instructional supervision on intern teachers’ teaching assitance, we proceed the action research of school based instructional supervision. First, the research explores the content of the theory school based instructional supervision by means of literature analysis, And then put it into practice. In the wake of collecting relevant information about teaching observation, discussion feedback, students’ reaction, teachers’opinions etc., analyze and compare the difference of the two intern teachers’teaching, which is compared before accepting schoolbased instructional supervision and after accepting it. Moreover, in contrast with an intern teacher who does not accept school based instructional supervision, we finally bring forward the findings of the research and suggestions as follows： 1. The findings of the research： （1） School based management and instructional supervision are the basis of the theory school based instructional supervision. （2）The method of implementing school based instructional supervision should be alternative. （3）Implementing school based instructional supervision helps teachers cultivate professional, increases teacher’s confidence in teaching, promotes professional conversation in teaching, establishes professional group in teaching, uplifts student’s interest in learning, enhances student’s learning effect, and training instructional supervision personnel to make them beome seed teachers in schools. 2.Integrated suggestions： （1） The content of the standard and indication for instructional supervision must be concrete, objective, and definitive. （2） Delegate and implement school based instructional supervision, depending on school’s conditions and teacher’s needs. （3）School based instructional supervision Should become the routine in schools. （4） It should be clearly stipulated in the formal letter of employment that teacher should accept school based instructional supervision. （5）The teacher training institutes assist educational intern schools to educate and train instructional supervision personnel. （6）Adopt the method of research, which is qualifying accompanied with quantifying, to continue the follow-up research.

摘　　要 　　教師專業的發展是我國教育改革的重要工作項目之一，若能提升教師專業發展的成效，不但能帶動學生的學習成就，也更能落實教育改革的目標。 當前「教師專業發展」的模式或作法，主要的趨勢有二，一是強調「學校本位」，一是建立「專業標準」。本研究整合了國際趨勢以及台灣現行的作法，將「教師專業發展」的模式或作法分為四種：1.「教師自主，由下而上」、2.「校長領導，由上而下」、3.「政府推動，彈性支持」、4.「政府推動，要求規範」，前兩者屬於「學校本位」的模式或作法。本研究即以「學校本位」為核心，探討教師「教與學相關因素」及教師知覺到的「學習的組織文化」與教師對「學校本位教師專業發展」的態度之關係。 本研究所探討教師的「教與學相關因素」為教師的「學習動機」、「教學內在動機」以及「教學創新行為」，其中「學習動機」可分為「學習精熟取向」、「趨向表現取向」及「迴避表現取向」；「教學內在動機」則包含「接受挑戰與開放經驗」、「教學的福樂經驗」。而教師知覺到的「學習的組織文化」包含「知識分享與流通」、「經營管理支持」、「深度對談」、「共享價值」、「知識社群」以及「合作」等六個因素。 本研究以「一般學校」的252位教師（男32%,女68%）以及「標竿學校」的210位教師（男27%,女73%）為樣本進行調查，其中「標竿學校」是教育部評定辦理九年一貫課程出色的教師團隊。本研究所使用工具包括吳靜吉等（民87）修訂的「成就目標量表」、吳靜吉等（民87）修訂的「教學創新行為量表」、林偉文（民91）編製的「教學動內在動機量表」、林偉文（民91）「學習的組織文化量表」，以及自編之「專業發展態度問卷」。 研究結果發現，在四種作法中教師最傾向認為「教師自主，由下而上」的「學校本位」作法有效，但卻又最不同意其為可行的作法，同時教師也最同意這樣的教師專業發展的作法會為教師帶來大的壓力。而「校長領導，由上而下」的方式，教師最不傾向認為它是有效的作法，但卻傾向同意它是可行的作法。本研究要求教師從四種作法中依序選出參與的意願，結果顯示，相當比例的教師將「教師自主，由下而上」的作法視為第一選擇，也有相當數目的教師將其視為最後選擇，形成二極化的情形。但是對於「校長領導，由上而下」的作法，最少教師視其為第一選擇，最多教師視其為最後選擇。 逐步回歸分析的結果顯示，對二種「學校本位教師專業發展」作法的「有效性」，教師「學習精熟取向」及「挑受挑戰與開放經驗」有最大的預測力，而在二種「學校本位教師專業發展」作法的「可行性」方面則同時被「教學創新行為」及「經營管理支持」二變項預測。典型相關分析的結果顯示，「教與學相關因素」中「學習精熟取向」、「接受挑戰與創新行為」、「教學福樂經驗」、「教學創新行為，及「學習的組織文化」的六個因素程度愈高，則教師對不同專業發展的「可行性」及「有效性」同意程度也愈高。說明了教師以學習精熟取向為動機，教學內在動機和教學創新行為皆高，而有又良好學習的組織文化的教師，願意接受各種方式的專發展。 最後，本研究根據研究結果對政府對動者、學校管理者以及未來研究提出相關建議。

社會變遷的快速，推波助瀾學校教育改革的腳步。學校教育不能原地踏步，必須有所創新；學校教育必須能掌握社會脈動，才能提供學子隨機應變的能力。因此，教育改革勢在必行。 中央統籌規劃的課程是一套統一的架構，並未考量學生生活經驗、學生成長背景、學生民族身分..，所以，為了改善上述缺失，教育部現今推行的九年一貫國民教育，在課程規劃上，安排一周兩節課的彈性學習時間，提供給各小學彈性運用課程的設計，也就是鼓勵學校妥善運用這兩節課時間，設計規劃適合該校學童學習的課程活動。精神上強調培養學生帶得走的能力、期望學生從此課程學習中找到學習的樂趣，從而喜愛上學、更有自信面對挑戰。課程的內容可以是各學科的補救教學活動；或是結合社區發展、自然生態資源、機關團體的課程設計；還是民族文化相關的課程發展活動…。因此，學校本位課程的推動，彰顯了各學校的發展特色。 不同的民族，有不同的風土民情；語言、習俗上的不同，讓台灣境內各民族有了各自不同的特色。學校本位課程所提供各學校彈性的自主課程設計，造就了原住民小學與漢人小學在課程設計方向上不同的發展。原住民小學發展了與該學校學童民族身分相關的民族文化課程活動，有的是民族語言課程、民族舞蹈活動、原住民合唱社團、還有原住民祭儀活動，以及傳統編織、織布技藝等課程。漢人小學則多是結合社區發展鄉土人文、自然生態，或是與社區機關、社團結合的課程活動。 本論文是以比較分析台灣中部以北地區，八所原漢國民小學所推動的學校本位課程活動，透過訪談、問卷調查，綜合歸納後得到下列點結論： 壹、原住民小學學校本位課程發展傾向於民族文化相關課程。 貳、漢人小學學校本位課程發展多與社區資源相結合。 參、原住民教師比漢人教師關心民族教育。 肆、學生喜愛主題活動式課程。 伍、學校本位課程活動設計打造學校特色。 / Study and Analyze the School-based Curriculum of Aboriginal Schools and General School for the Northern of Taiwan Elementary Schools The modern society changes so fast that it accelerates the revolution in our system of education and the school education system should innovate in order to make progress instead of regression. To provide students with the ability to adapt modern society, which changes all the time, revolution in our educational system is imperative. The central government designed curriculum, a prevailing uniformity of educational skeleton, concerns nothing about the living experience, backgrounds and special racial dignity of the individual, so the Department of Education promotes the nine-year integrated education, an educational frame, in order to correct the flaw that ignores individual characteristics. The nine-year integrated education provides the flexibility in program design by arranging elastic courses two times a week. In other words, the purpose on this special educational frame is that appropriate arrangement for activities and programs which suit students. Moreover, the essence of the nine-year integrated education puts emphasis on the spirit that the individual can see the fun of learning. In additionnine-year integrated education, students love to go to school and act with confidence to face challenges. The ingredients of the program may contain tutorial class or cooperate with community development, nature resources, and public welfare organizations. Therefore, advocating the school-based curriculum makes traits of every single school more obvious. Generally speaking, diverse races have dissimilar cultures which are unique. The variety of historical backgrounds, languages and custom contribute the special feature which belongs to natives in Taiwan. The school-based curriculum which offers flexibility in program design makes the difference in curriculum arrangement between aboriginal elementary school and general elementary school. The aboriginal elementary schools have developed the cultural programs, which include mother language, folk dance, chorus, ritual ceremony and traditional weave skill, relating to their historical background according to the traits that students present. On the other hand, the general elementary schools combine their programs with native humanism, environmental concerns or cooperate with community activities and public welfare organizations. The thesis analysis and compares the school-based curriculum of eight schools which include aboriginal and general elementary schools in north and central Taiwan by interviews, questionnaires and then obtains conclusions represented below. 1. The school-based curriculum of aboriginal elementary school inclines to develop cultural programs. 2. The school-based curriculum of general elementary school chiefly combines with community resources. 3. The aboriginal teachers concern more about national education than other teachers. 4. The students prefer topical subject curriculums. 5. Designing school-based curriculum forms characteristics of schools.

本研究是以顧客導向為出發點，探討學校網站服務品質衡量模式、學校與系所網站功能架構，以及發展學校網站服務品質量表，並以學校網站服務品質衡量構面實作一系所網站探討是否達到服務品質。經由兩次問卷的分析結果，最後所得到的構面為「瀏覽便利」、「學習輔助」、「主動表白」、「連結固定」、「回應性」、「安全性」、「吸引性」、「互動、協調與額外功能」、「個人服務支援」、「資訊價值」、「可靠性」、「凝聚使用」、「完整與顯示」、「溝通與體貼」。而經過資料分析，透過服務品質觀點所建置地新系網評估後，服務品質較舊系網有顯著地提昇。

本研究首先經由文獻探討瞭解學校行政組織結構的意涵、學校組織再造的相關概念及臺北縣國民中學行政組織的現況，復以臺北縣國民中學校長、現任行政人員及曾兼行政現為教師的候用校長爲研究對象，並以自編之「臺北縣國民中學行政組織再造調查問卷」進行問卷調查，以瞭解其對臺北縣國民中學組織再造之各種策略實施的意見，最後再訪問九十二學年度臺北縣四所試辦國中的校長或承辦主任，以明瞭其試辦動機、執行過程及遭遇之困境等。期能透過問卷調查及訪談方式蒐集相關資料，以提供有價值的資訊，作為主管教育行政機關對於國民中小學進行組織再造之法令修訂與制度規劃，或學者進行相關研究之參考。 本研究根據文獻探討、問卷調查與訪談結果，歸納以下結論： 壹、 對學校行政組織各處組及基本職掌之調整意見 一 建議於教務處增設「研究發展組」或「課研組」等。 二 認同訓導處之設置，但建議更名為「學生事務處」。 三 認同「維持」總務處之設處分組。 四 除有建議將輔導處更名為「諮商中心」、「學生諮商中心」、「輔導事務處」外，亦有建議將其廢除，而將所屬各組業務分別依業務性質轉移至相關處室或併入相關組。 貳、 五成以上的受試者認同設備組長、資訊組長、註冊組長可由「專任學校行政人員擔任」。 參、 七成以上受試者認同「各校在總員額不變的前提下，彈性調整專任、兼任、委外與聘僱人力」。 肆、 五成以上的受試者認同學校在實施組織再造時，可以「檢視工作項目、精簡行政流程」、「依據學校需求，調整行政組織」、「爭取社會資源，改善辦學環境」、「依照教學需要，聘用支援人員」、「善用資訊網路，建構網路平台」之策略為之。 伍、 大多數受試者認同「與教學無關的行政工作，採勞務外包處理」。 陸、 約七成六的受試者不認同主計、人事合署辦公。 柒、 約八成受試者認同遴聘兼任教師；約六成九的受試者不認同遴聘巡迴教師；約五成二的受試者不認同數校共聘教師。 最後，根據上述研究結論，提出具體建議，以供教育行政機關、學校行政及未來研究之參考。 / First all, this research adopts literature review to probe into the condition of school administrative structure, relevant concepts of school organizational reconstruction, and the current situation of administration of Taipei County junior high schools. Then research objects are school principal, incumbent administrators and people who were ever being concurrently administrative teachers before, and use author’s compilation, “Taipei County Administrative Organization Reconstruction Questionnaire” for survey to figure out relevant opinions of Taipei County junior high school organization reconstruction. Finally, visiting headmasters or directors of four testing Taipei County junior high schools in the academic year 2003 can try to understand the motivation of trial, the process of execution, and difficulties they have experienced etc. It expects that questionnaire and interview method of collecting the related data can provide valuable information to chief education administrative organization as a reference for revising regulation and system planning of junior high school organizational reconstruction, or scholar’s relevant research. According to literature review, questionnaire, the result of interview, conclusion are summarized as the followings: 1. Adjustment opinion for each location and section of school administrative organization and basic duty a. Suggest Dean's Office to add “Research Development Team” or “Course Research Team” etc. b. Recognize Education Guidance Section set up, but suggest changing name as “Student Affair Section”. c. Recognize to “keep” disciplinary section of general administration section. d. Besides suggestion of changing name as “Consultation Center”, “Student Consultation Center”, and “Guidance Affair Section”, it also suggests that abolishes it and transfers to the related section which bases on business character or merge into the related section. 2. There is more than 50% of interviewers cognize facility section director, information section director, registration office director that can replace by full-time school administrative personnel. 3. There is more than 70% of interviewers who think that “under the unchanged of total prescribed number in each school, it can be flexible to adjust as full time, part time, subcontracting, and hiring human resource”. 4. There is more than 50% of interviewers who recognize can “Evaluate task item, simplified administrative process”, “Adjust administrative organization according to school requirement”, “Get social resource and improve school establishment environment”, “Hire assistants according to teaching requirement”, “Cherish information network and set up network platform” etc policies when executing organizational reconstruction. 5. The majority interviewers recognize “Administrative task which is not related to teaching and apply labor service a process of contract”. 6. The majority interviewers don’t recognize that auditing department and human resource department shall be together in an office. 7. There is more than 80% of interviewers recognize to select or hire part-time teachers; around 69% of interviewers don’t think to select circulating teachers; and around 52% of interviewers don’t think to hire teachers together in several schools. In short, according to the above research result, it proposes concrete suggestions to provide education administrative organization, school administration, and the future research as a reference.

大學校史館是指在一個所大學中，由相關的策略、人員、館藏和設備所組成的單位，該單位保存、維護該校文件方面的歷史遺產，並將其整理成可系統性保存和易於取得的形式。其組織定位是相當重要的問題，因為行政層級與隸屬的規劃將影響日後校史館在校內進行各項相關工作的權限與方向，同時將影響其他單位的配合方式，而主管單位的看法也將影響校史館的發展及其所發揮的功能。 為能深入瞭解有關大學校史館在不同行政隸屬下所受到的影響，本研究先針對研究主題蒐集國內、外相關文獻加以分析，彙整歸納出可供研究參考之資料後，再採用「多重個案研究法」模式進行研究，以「訪談法」作為意見資料之蒐集工具。本研究以我國大學校史館為主要之研究對象，分別針對我國大學中獨立為一級單位、隸屬於祕書室及隸屬於圖書館之校史館抽樣進行訪談，訪談對象共計十館，分別提出相關經驗及看法。 研究結果包括：一、歐美各國大學校史館多隸屬於圖書館，中國大陸之大學校史館均獨立為一級單位，我國則多隸屬於祕書室；二、隸屬於祕書室及圖書館之大學校史館，其業務多為兼辦性質，人力不足則為各校普遍遭遇之限制；三、獨立為一級單位及隸屬於圖書館之大學校史館人員具有相關之專業背景，對校史館之整體業務推展及運作較有直接幫助；四、大學校史館普遍缺乏明確之任務，而以典藏及展示為主，並未因行政隸屬之不同而有顯著差異；五、不同行政隸屬之大學校史館在部分業務及功能上呈現明顯差異，包括：（一）獨立為一級單位及隸屬於祕書室之大學校史館大多已建立明確之定期徵集模式，對校史資料之徵集工作較為有利；（二）隸屬於圖書館之大學校史館多採常態開放型式，且開放時段較長；而獨立為一級單位及隸屬於祕書室之大學校史館則多採預約開放或定期開放型式，且開放時段較短。開放型態及時段將影響校史館之普及性及其所發揮之效益；（三）獨立為一級單位及部分隸屬於圖書館之大學校史館多訂有校史資料之利用規則，對史料的提供利用已具備一定的規範；（四）隸屬於祕書室之大學校史館多具有記錄及出版校史之功能；（五）獨立為一級單位之校史館具有支援教學與研究之功能，已將校史資料的利用層次向上提昇，亦為校史館開創新的發展方向；六、不同行政隸屬之大學校史館在部分業務上面臨之問題呈現明顯差異：（一）隸屬於祕書室者之主要問題在於欠缺資料處理與管理方面之相關專業能力；（二）獨立為一級單位者則認為校內其他各單位的配合度不高，以致部分業務運作上有困難；（三）隸屬於圖書館之大學校史館在業務推展上，則明顯地面臨較多問題，包括：1.欠缺史學專業，影響對資料內容的掌握程度；2.經費不足，主要因為易與圖書館預算項目產生排擠現象，此問題亦為國外大學隸屬於圖書館之校史館的三大問題之首；3.徵集資料時，權限不足、資訊掌握度不足及各單位配合度不高。 最後針對以上研究結果提出五項建議：一、呼籲各校設置專職人員規劃校史館業務，並由圖書館管理，或更進一步設置獨立的校史館；二、訂定明確之校史館任務；三、促請校方高層分別針對各校不同行政隸屬而引起之問題進行修正，包括：加強校史館人員之專業背景及相關訓練、建立明確之校史資料定期徵集模式，並與校內各單位保持密切聯繫、加強對校史之重視程度、採用分工方式分別進行徵集工作及其他後續工作；四、增強校史館在校園內存在之價值與必要性，可努力的方向包括：支援教學與研究、編纂校史與出版、配合募款工作，以發揮校史館功能；五、組成全國、區域或主題性大學校史館之合作組織，分享經驗或進行館藏分享與合作，共同推動大學校史館之發展。

校長是學校的掌舵者，也是形塑學校組織文化的導引者。研究想透過四大研究問題（一）榮獲六項特優之校長如何擬定校務發展計畫及學校願景。（二）榮獲六項特優之校長主要的領導理念、如何帶領學校同仁達成預期發展目標。（三）榮獲六項特優之校長如何促使學校行政、教師會及家長會良性互動，共創三贏。（四）榮獲六項特優之校長的用人哲學。瞭解校務評鑑榮獲六項特優學校校長領導之特性。 本研究採深度訪談法，以榮獲臺北市國中校務評鑑六項皆特優之校長為訪談對象，輔以研究者自行設計之開放式問卷，請六所學校各一位主任、組長、教師與家長，分別就其所觀察校長領導之作為，協助填答，研究結論如下： 一、校長高瞻遠矚，都把學校願景與校務發展目標弄清楚，所有問題看短程、中程及長程三個方向。 二、學校組織的控制與管理，有了願景與校務發展目標、有人員、有組織，要如何控管？問題來了要怎麼解決？都能列出問題的先後緩急，並提出解決之道，達成預期目標。 三、 要了解學校組織結構文化，並與社區家長建立良好關係。學校組織注重的就是團隊合作，整合協調團體的力量，才能共創三贏。 四、 要知人善任，激勵同仁，充分了解學校同仁努力及所獲得的成果，多鼓勵、多獎賞，提供資源，支持同仁改革創新。 本研究建議如下： ㄧ、以校長評鑑制度及提供師傅校長的支持系統，促進校長專業成長與獲得應有的協助。 二、建立正確領導理念，要有好的領導績效，可從願景、品格、人性、學習、影響力等方向努力。 三、努力修練成為第五級領導人，除堅持教育專業理念外，應以人性關懷的謙和態度，耐心傾聽與接納同仁、家長意見。 四、堅守用人唯才原則，盡心盡力，無愧良知。 / A principal is the head of a school and a director who shapes the school culture. This study attempts to understand the characteristics of the leadership of principals of six Taipei municipal junior high schools evaluated as excellent in school affairs. This study explores four research questions: 1. How do these principals devise their plans of school affairs development and their school vision? 2. What are the main leading concepts of these principals and how do these principals achieve their goals with their staff? 3. How do these principals encourage good interaction among the school administration, the Teachers Association, and the Parents Association? 4. What are the employment concepts of these principals? The in-depth interviews are used as the research method in this study. Six principals are interviewed. Their junior high schools are evaluated as excellent in school affairs. In addition, an open questionnaire devised by me is answered by one office director, one section chief, one teacher, and one parent of each school. Through their observation of their principal’s leadership, they filled out the questionnaires. The conclusions are as in the following: 1. These principals see far and think big. Their school visions and school development goals are very clear. They see everything in three directions: the short-term, mid-term and long-term. 2. With the visions and school development goals, with employees and organizations, these principals know exactly how to control and manage the school organization, and they know how to solve problems. They can always solve problems according to their priority and achieve their goals. 3. These principals understand the school culture. They establish good relationship with parents and the community. Team work is the focus of their school organizations. Good integration and coordination is the key to win-win situation. 4. These principals know how to choose the right person for the right position. They understand how hard the staff works and how great are their efforts. With appreciation and encouragement, they know how to inspire the staff, how to provide resources to the staff, and how to support the staff to try something new. The suggestions of this study are as in the following: 1. The principal evaluation system and the support system of “the master principal” should be established to help principals’ professional development. 2. Good leadership effects come from correct leadership concepts. Principals can try to improve their visions, characters, personality, learning, and influences. 3. Principals should try hard to be the fifth-grade leaders. In addition to their professional concepts, they should listen to and accept opinions from staff and parents with modest attitude. 4. Principals should employ the right person for the right position. They should always try their best and follow their conscience.

本研究旨在比較兩岸民辦幼教發展及其相關法規，透過比較法、文件分析法及實地訪談法，以增進對兩岸幼教環境之瞭解與認識。本研究之目的包括：壹、探究台灣地區與大陸民辦幼教之發展歷程及現況。貳、了解台灣地區與大陸民辦幼教相關法規之歷史源流與規範。參、綜合研究結果增進對兩岸幼教環境之瞭解與認識，並提出建議。 本研究之結論有如下三點：壹、幼兒教育之定位受政治型態影響而有所不同。貳、國家對民辦教育的開放與管理態度影響幼稚園經營方式。參、幼兒教育之工作本質來自於人們就業後之需求，仰賴經濟環境支撐發展。 同時根據研究發現，本研究對於台灣民辦（私立）幼教發展提出建議如下：壹、法規頒佈前可先以試行方式前測，視適應情形再正式頒佈；貳、幼兒教育應設置教育行政專責單位，以促進幼教發展之整體規劃；參、教育與社福機關權責需劃分清楚，幼教相關事務應由教育部主管；肆、對民辦(私立)學校不得營利之限制需酌情調整，提供合理回報及辦學誘因；伍、審思私幼設置財團法人意義，避免因法人資格造成法規適用限制；陸、對幼教相關法規內涵之重新思考> / This study intends to compare the development and relevant law about the minban（i.e. private sector）system in early childhood education through documentary analysis, comparative and interview methodologies in order to comprehend the early childhood education environments between Taiwan and Mainland China. Furthermore, the purpose of the study is to explore the minban system’s progress and current situation, and to understand the origin and regulation of the relevant law for both. It concludes the research results and then to provide the policy recommendations. Based on the findings, the results of the study are as follows. First, the public’s perception of the importance of early childhood education was affected by the political situation of the country. Second, the openness and managerial attitude of the authorities affected the operating mode of the kindergartens. Third, the existence of early childhood education depends on parental demands based on their career needs; it depends on the economic environment to support its development. The study offers some suggestions to Taiwan’s minban system of early childhood educators: (1)Before the enactment of a law, a pretest of its effects should be conducted; (2) Government should provide a responsible and regular regimen for Kindergartens in order to promote their development.; (3) Government should separate the duties of education and social welfare clearly according to their abilities and functions; early childhood education should be managed by the Ministry of Education; (4) Government should offer reasonable opportunities for the minban school investor rather than limit them in school generated profits; (5)Government should redefine the role of consortia in the kindergarten, and avoid the resulting limitations of the relevant law; (6) Generally, we need to re-evaluate the intent of relevant laws about early childhood education.

本研究為了解教育政策之執行力此一主題，選取一所國民中學為研究場地，透過訪談了解研究對象在學校本位課程發展中的表現，輔以文件、網頁訊息等資料，一方面企圖觀察其學校本位課程發展是否已經啟動，以描繪出個案學校的課程發展輪廓：另一方面則在分析影響學校本位課程發展成效之原因，目的在於為教育政策執行成效提供理論上的解釋。 經由分析訪談資料並驗證研究架構之後，本研究發現個案學校的學校本位課程發展，表現在由上而下的行政規劃上，但尚缺乏由下而上的集思廣益機制，以致於個案學校之學校本位課程發展成效不彰。最後並對個案學校與後續研究提出若干建議。 / In order to understand the "policy implementation ability of educational policy", the researcher chose a junior high school as the studying case. On one hand, the researcher interviewed with several teachers active in the school-based curriculum development("SBCD"), telling how it worked; on the other hand, the researcher tried to analyze the causes of the performance of SBCD of the school, aiming at a theoretical explanation of the "policy implementation ability of educational policy" . Having followed the research procedure, this article concluded that the performance of SBCD of the school was far from satisfying, because of the lack of a "bottom-up group-think mechanism". Finally, this artical ended with some suggestions concerning with the studying-case school and the follow-up resarch.