1895年日本殖民臺灣，由於殖民統治需要，臺灣進入近代教育制度的時代。為同化臺灣人，日本人在臺灣所設立的近代普通教育制度主要是以初等教育為主，師範教育、中等教育、高等教育並非專為臺灣人所設立，主要乃是便利日人在臺升學就讀，順帶籠絡臺灣人。是故，當戰後由國民政府接收時，初等教育不論是在學校或是教職員生的數量與其他三者比例懸殊。這樣的比例，也影響到之後學校撰寫歷史時，對於學校歷史記憶的呈現。由於戰後國民政府自行宣布臺灣人民恢復中華民國國籍，將臺灣納入中華民國的統治之內，使得臺灣的教育制度也納入中華民國的教育制度中。因臺灣先後被兩個不同國家所統治，導致了戰後臺灣學校對於學校歷史的書寫有特殊的現象產生。 教育乃為百年大計。然而戰後臺灣的教育史研究，有一度是向中國教育史傾斜，將臺灣納入中國的教育圈中，不但失去臺灣自身的主體性，也扭曲了臺灣教育史的面貌，這樣的情況直到解嚴之後才逐漸改善。而前述這樣的教育歷史，除了出現在學界的教育史之外，也透過教育，向下傳遞到各級學校對於學校歷史的書寫。透過文獻的探索，可以看見臺灣學校為慶祝校慶所出版的刊物，不論是戰前戰後，雖然皆呈現多元的樣貌，然而當中皆帶有執政者欲傳遞的政治意識型態。掌握學校出版品意識型態的呈現，除了學校當局之外，便是撰寫者的歷史意識。由於撰寫者人數的多寡、身份的差別，導致學校歷史記憶在被選擇的時候有所差異。 從各級學校對於學校歷史的撰寫情況當中，可以知道戰後學校的歷史撰寫深受政治力的影響，因而出現了一些書寫的特殊現象，其中包含了對於日治時代的學校歷史有所切割、遺忘或忽視；除此之外，另有一種在臺灣重新建立，卻移植中國大陸的學校歷史。而影響前述這些學校歷史撰寫最主要的原因，乃是執政者藉由政治力的影響，透過學校歷史的書寫，試圖重置臺灣人的集體記憶，進而聯繫臺灣與中國之間的關係，消彌臺灣的主體性。然而，群眾身體的記憶在威權政治力消退之後，逐漸恢復，學校的歷史也在這樣的情況之下，漸漸恢復了原先該有的歷史記憶。

本研究旨在探討我國高職進修學校學生學習動機及學習滿意度的相關影響因素，並以研究結果提供作為高職進修學校與各教育主管機關提升教育品質之參考。 本研究以臺北縣高職進修學校學生為研究對象，並以「高職進修學校學習情況調查問卷」為施測工具進行問卷調查。有效樣本984 人。所得資料以平均數、標準差、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。綜合本研究之結果如下： 壹、台北縣私立高職進修學校學生，就讀台北縣九大行政區中所設立之私立高職進修學校學生，以女性學生佔多數(佔58.9%)，男性學生較少(佔41.1%)。 貳、私立高職進修學校學生之學習動機層面中，較佳為「自我學習信念」、「自我認同」及「自我要求」等因素，但仍應加強自我專業與技能實踐能力。 參、私立高職進修學校學生之學習滿意度層面中，較佳為「課程教材」、「學習教材」、「人際互動」、「生涯規劃」等因素，但仍應加強學習環境之改善。 肆、不同背景變項學生學習動機上有所不同。 伍、私立高職進修學校學生在學習動機與學習滿意度呈現正相關。 陸、私立高職進修學校學生在學生學習動機各因素與學習滿意度各層面之相關呈現正相關。 最後，研究者依據研究所得結果提出幾點建議，作為學校教育、 家長及未來研究之參考。 關鍵字：高職進修學校、學習動機、學習滿意度 / The research aims to explore the relationship and relevant factors between learning motivation and satisfaction of continuation vocational high school students. It would provide references for the authority of educational units and administration of continuation vocation high school to enhance teaching and learning quality. The research takes continuation vocational high school students in Taipei County for studying objects. The questionnaire “Continuation vocational high school student learning situation” was used as a tool and the valid data was collected from 984 students. The data was analyzed and processed through statistical methods such as Average, Standard Deviation, T tests, Single factor variance analysis, and Pearson’s product-moment correlation analysis. Finally, according to the results and investigations, findings and conclusions were come up along with recommendations as follows: 1. The female students who study in private continuation vocational high school in nine main districts of Taipei County is more (58.9%) than that of male ones (41.1%). 2. In the coverage of learning motivation, the continuation vocational high school students pay more concern on the factors such as “Self- monitoring learning belief”, “Self- Identity”, and “Self- development”. However, the schools should teach students how to enhance their professional and practical skills. 3. In the coverage of learning satisfaction, the continuation vocational high school students are pleased with the factors such as “Curriculum materials”, “Learning materials”, “Relationship”, and “Career Planning”. However, the school should improve the quality of learning environment. 4. The students from different backgrounds and family conditions have different learning motivation. 5. There is positive correlation between learning motivation and learning satisfaction of private continuation vocational high school students. 6. There is positive correlation between different factors of learning motivation and learning satisfaction of private continuation vocational high school students. In sum, based on the conclusion of the study, the author suggests some recommendations for school education, parents, and future researchers. Key word: continuation vocational high school, learning motivation, learning satisfaction

台灣的大學院校中，有近十分之一的學校具有基督宗教的傳統，他們或由宗教團體創辦，或由基督徒個人所辦理，這些具有宗教背景的院校在創辦過程中因台灣社會的特殊政經情勢，而面臨不同的挑戰，聖約翰科技大學(前新埔工專)亦為其中一所，該校於一九六七年創辦，當時為這些教會學校中唯一的工業專科學校，至今仍為科技導向的唯一大學，因此本文乃以社會學家韋伯(Weber,Max )論及《宗教拒世的階段與方向》中，宗教與世俗世界的衝突的本質性分析，探討該校在創辦歷程中，所遭遇的挑戰，以理解宗教與政治、經濟、知性在教育的場域中，所呈現的衝突與妥協的關係，以及行動者以如何的行動倫理承擔宗教與世俗之間的張力。 該校乃由台灣聖公會主導創辦，並由上海聖約翰大學、聖瑪利亞女校在台校友協助辦理，本文先追溯聖公會在中國大陸的教育事業發展，後詳述該校從倡議至創建後五年為止的過程，以及該校所形塑的學生人格教育、教學特色與宗教教育發展，最後論及創辦該校對台灣聖公會的影響，以上資料均由歷史文獻及與相關人士訪談蒐集之。 研究顯示，宗教團體透過教育機構來宣揚教義與接觸民眾，是基於知性的認知活動與宗教的內在意義上有相當的相似性而起，但教育機構自成立後，就會發展出自行運作的法則，追求有利於自身發展的知性追求與組織架構，不斷生產出擁護世俗價值的校友與由校友獲取的現世利益，並且回饋到學校自身，且宗教團體辦校因威脅民族自尊與神格化的政治領袖，而國家也試圖透過軍訓管理的手段掌控教育機構，宗教遂成為政治的競爭者。由於學校成為獲利並強化世俗價值的工具，違背了宗教遠離世俗財富的原則，學校經費來源逐漸依賴於學費與校友的捐款，也讓學校以基於供需原則的經濟理性為思考，以上均取代了宗教的建立普遍性同胞愛關係的原則，於是產生衝突。 然而教育機構自成立後，便透過校友的回饋形成自給自足的固有法則，為延續其生命而努力，而宗教面臨以暴力為後盾的政治力量也必須歸順之，同時若沒有配合政府的經濟發展的需要及校友的資金投入，宗教團體也無法繼續擁有一個穩定的宣教場域，因此宗教必須妥協於教育、政治、經濟的力量，才得以存活。 / About one-tenth of universities in Taiwan have a Christianity background; they are established by religious groups or individuals. These religious schools face different challenges at founding due to the distinctive social, economical and political status of Taiwan. St. John’s University (Former Hsin-Pu College of Technology) is one of these schools. It was founded in 1967 and till now it is still the only university of technology founded by religious groups. With the basis of the sociologist, Weber, Max’s theory and “Religious Rejections of the World and Their Directions", this article inspects the obstacles this school has met at its founding stage due to the conflicts between politics and religion, In order to find out the conflict and compromise relationship of religious, political, economic, and cognitive aspects in the education field and how action takers bear religious and secular based tensions by taking ethical actions. Hsin-Pu College of Technology was founded by Taiwan Episcopal Church with the assistance of Shanghai St. John’s University and St. Mary’s collage alumni in Taiwan. This article first discusses Episcopal Church’s effort in school founding in China, then investigates general and religious education of St. John’s University. Finally, this article probes into the effects of St. John’s establishment on Taiwan Episcopal Church. Data is collected through historical literatures and interviews with related individuals. Research indicates that religious groups, through ways of educational institutions establishment, aims to propagate religion. However, the establishment of education institutions will aid in the development of self-operating principles while in search for cognitive and organization structures beneficial for self-developments. Alumnae that support the secular values continue to be cultivated. Alumnae acquires spiritual or material benefits in this world will also contribute to the school. Moreover, religious groups that have established schools are often viewed as threats to national pride and godhood of political leaders, the government often attempts to monitor education institutions through military management. Religion therefore becomes a rival of politics. Schools become tools of profit and drift away from their original aim to promote religion because they need to meet economical needs which rely on tuitions and donations. After establishment, these religious educational institutions rely on alumni recompense. Also, in order to survive, these religious educational institutions often have to submit to the brute force from the politics. Religious groups cannot ensure stable preaching environments without cooperating with the government’s economic development needs, and funding from alumnae. Thus, religion must find a way to compromise with the force of education, politics, and economy for survival.

本研究旨在探討台北市幼稚園教育人員資訊素養與學校效能之現況及其關係，並依據研究分析結果，提出結論與建議，期能提供日後幼稚園提升教育人員資訊素養與學校效能之參考。 本研究採用問卷調查法，以研究者自編之「幼稚園教育人員資訊素養與學校效能調查問卷」為研究工具，研究對象為台北市公私立幼稚園之教育人員(含園長、主任、組長及教師)，共抽取630位為研究樣本，回收有效問卷共計440份，回收率為69.8%。問卷回收後分別以「平均數」、「標準差」、「單因子變異數分析」、「獨立樣本t考驗」、「Pearson積差相關」、「多元逐步迴歸」以及「結構方程模式」等統計方法進行分析，根據研究分析結果歸納岀以下幾項結論： 一、台北市幼稚園教育人員資訊素養之現況大致良好，在網路能力層面較佳，惟在圖書館能力及電腦軟硬體能力層面有待加強。 二、台北市幼稚園教育人員的與學校效能之現況大致良好，普遍重視幼兒學習表現，惟在社區家長支持層面有待加強。 三、台北市幼稚園教育人員資訊素養能力會因年齡、服務年資、教育程度、園所規模及園所屬性之不同，而有顯著差異。 四、台北市幼稚園教育人員在知覺學校效能方面會因教育程度、園所屬性之不同，而有顯著差異。 五、台北市幼稚園教育人員資訊素養與學校效能間呈現正相關之關係。 六、背景變項與資訊素養各層面對學校效能整體有顯著的預測作用。 七、資訊素養對學校效能有正向的影響。 / This study is aimed at investigating the current conditions and relationships of educational personnel information literacy and school effectiveness in preschools of Taipei City. Furthermore, conclusions and suggestions are provided based on the findings in order to give preschools some suggestions to facilitate educational personnel information literacy and school effectiveness. This study adopts the research method of questionnaire survey.“ Educational Personnel Literacy and School Effectiveness in Preschool Questionnaire” was designed from literature review. The subjects of questionnaire survey include principals, directors, team leaders and teachers in preschools of Taipei City. The samples were 630 educational personnel in preschools and the returned valid questionnaires were 440, making the return rate of 69.8%. The valid sample data was analyzed by various statistical methods such as mean, standard deviation, one-way ANOVA, t-test, Pearson correlation, stepwise multiple regression analysis and structural equation modeling. These conclusions of this research were summarized below: 1. The current conditions of educational personnel literacy in preschools of Taipei City were good, “Network literacy” was the better one, while “Library Literacy” and “Computer Software and Hardware Literacy” should be improved. 2. The current conditions of school effectiveness in preschools of Taipei City were good, “Children learning outcome” was the better one, while “Assistance from community and parents” should be improved. 3. The general performance of educational personnel information literacy in preschools of Taipei City varied significantly from different age, seniority, educational background, preschool dimension and preschool property. 4. The general performance of school effectiveness in preschools of Taipei City varied significantly from different educational background and preschool property. 5. There was positive relationship between educational personnel information literacy and school effectiveness in preschools of Taipei City. 6. The background variations and information literacy were appropriate indicators in predicting school effectiveness. 7. Information literacy positively affects school effectiveness.

2002年慈心華德福實驗小學以公辦民營小學在宜蘭縣創立，集結了創校者、教師、家長與宜蘭縣政府教育局各方力量的投入，才得以成就華德福教育方案由托兒所向上延伸至小學。在整個創校及爭取公辦民營的奮鬥史中，當時1999年草創初期有五位家長，願意在寄讀學籍之條件下，讓自己的子女接受小學階段的華德福教育實驗。家長們從探詢與公立學校合作的可能性，向縣府進行遊說爭取公部門的教育資源，到籌措基金成立人智學基金會辦學的種種行動中，充分體現了民主社會中家長教育選擇權的行使。本研究從參與辦學行動的五位家長中，選擇其中核心參與者，從生命史觀探究其家長教育選擇權意識之形塑歷程，即家長在何種生命經驗之促發下做出將孩子送至另類學校就讀的選擇。       本研究採德國社會學者F. Schütze發展之「敘述訪談法」採集個案口述傳記資料，並以其所提出之理論建構分析方案，進行敘述內涵意義的理解與詮釋，透過敘述文本之再建構，闡述出文本主體「邁向開展生命的實踐道路」之家長教育選擇權意識形成圖像。個體家長教育選擇權意識之形成動態歷程：符應學校教育之學習規範－抗拒囤積式學校教育結構－批判馴化式學校教育－尋求解放教育與覺醒，刻劃成長於威權戒嚴時期社會體制下，學校教育體制仍呈現高度政治化和技術化基本性格之社會個體，如何超越社會體制壓迫結構及與社會他者連結的生命融入過程，即生命主體在行使家長教育選擇權，為其下一代選擇能提供並滋養生命健康成長的教育方案之歷程中，尋獲與世界及社會他者共存共融之智慧；社會系統中所存在移植至歐洲文明的華德福教育，所形構之身心靈全人發展人類圖像，及「成人之美」之教育圖像，引領著關注社會教育體制如何改善的批判生命主體之覺醒，體察乃回歸教育本質的探究，開展內在對每個生命及人類圖像的理解與敬畏，方能朝向開展生命的理想教育實踐道路上行進。       本研究個案揭示了社會教育體制的轉化，有賴社會個體成員對教育之政治性本質及其所存在的意識形態運作之覺醒，且教育工作如未能回歸至教育專業倫理價值理性典範的探究，而僅求之於技術理性典範的追求，將難以生發形成具轉化性意義的教育改造工程。實踐另類教育之社會場域，之於意欲教育改革之社會個體而言，乃是一生命學習及增權賦能的社會學習平台，其扮演著建構轉化社會教育體制有機網絡之前線基地的角色。

本研究旨在探討國民小學的公共關係、組織創新經營與學校效能之關係，以瞭解目前國內國民小學推動公共關係的情形，以及確認組織創新經營與學校效能之高低情形，以作為國民小學行政實務運作的參考，以達成學校校務革新與發展的目的。 本研究採用調查研究法，並根據研究目的，研究問題及文獻探討結果，編製「國民小學公共關係、創新經營與學校效能現況調查問卷」進行預試，並依據因素分析結果編製正式問卷進行調查研究。本研究以台灣地區公立國民小學的教師為母群體，依北、中、南、東四區以分層隨機抽樣方法進行抽取樣本，總計抽取1375 位國小教師，回收有效樣本1023人。問卷調查結果採用描述性統計、Pearson積差相關、t 檢定、單因子變異數、多元迴歸分析、結構方程模式等統計方法進行分析。 本研究之主要發現如下： 一、國民小學公共關係實際情況良好，並以「成果回饋」為最佳。 二、國民小學創新經營表現良好，並以「行政運作創新」為最佳。 三、國民小學學校效能實際情況良好，並以「溝通協調」最佳。 四、國民小學公共關係、創新經營與學校效能三者間具有正向的關聯。 五、國民小學公共關係及創新經營的分層面對學校效能有正向預測作用。 六、國民小學公共關係可透過組織創新經營，增強對學校效能的正向影響力。 依據以上之研究發現，本研究對教育行政機關、學校與未來研究分別提出以下建議： 一、對教育行政機關之建議： （一）應給予教職員工更多進修機會，鼓勵終身學習。 （二）提供具體策略，有效降低小型與大型學校辦學壓力。 （三）將公共關係與創新經營之課程納入培育課程中。 （四）訂定獎勵辦法推動學校行銷與創新。 二、對學校之建議： （一）加強教師參與，使所有成員共同參與校務推動。 （二）尊重資深教師之經驗及意見，善用人力資源。 （三）積極鼓勵教職員工進修以落實終身學習理念。 （四）提供與建置相關資源，鼓勵教師發揮創造力。 （五）都會區大型學校，應強化溝通機制，追求團隊合作。 三、對未來研究之建議： （一）研究對象方面，建議擴大研究群體。 （二）研究方法方面，建議兼採質性研究。 （三）研究變項方面，建議納入其他變項進行分析。 / The main purposes of this study are: (1) to understand the present condition of public relations, organization innovative management, and school effectiveness in the elementary schools; (2) to analyze the diversity of different background variables in public relations, organization innovative management, and school effectiveness in the elementary schools; (3) to discuss the relationships among the public relations, organization innovative management, and school effectiveness in the elementary schools; (4) to investigate the preditive analysis of public relations, organization innovative management, and school effectiveness in the elementary schools; (5) to conclude the path relationships among public relations, organization innovative management, and school effectiveness in the elementary schools. The present study applied literature analysis and questionnaire survey method. According to related literature, the theoretical foundation was constructed and “Elementary School Public Relations, Organization Innovative Management, and School Effectiveness Survey Questionnaire” was organized. 117 elementary schools were chosen randomly from north, central, south, and east regions in Taiwan. Totally there were 1023 elementary school teachers. Subjects’ viewpoints about elementary school public relations, organization innovative management, and school effectiveness were collected. The data were analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation, stepwise regression, and structural equation modeling. The findings of this research were as follows: 1. The perceptions from the elementary school teachers about public relations are positive. And “outcome feedback” is the highest. 2. The perceptions from the elementary school teachers about organization innovative management are positive. And “administration operation” is the highest. 3. The perceptions from the elementary school teachers about school effectiveness are positive. And “communication and coordination” is the highest. 4. There are significant relationships between school effectiveness and public relations as well as between school effectiveness and organization innovative management. 5. Public relations and organization innovative management can effectively predict school effectiveness. 6. The results from the structural equation model indicated that there is a positive indirect effect between public relations and school effectiveness when organization innovative management served as a mediator variable. Based upon the findings, some suggestions are addressed for educational administrators, elementary schools, and future researchers. 1. For educational administrators (1)Provide more opportunities of further education and encourage lifelong learning. (2)Administer effective and concrete strategies about lower stress in large and small school management. (3)Include public relations and innovative management among the curriculum of administrator preparation. (4)Prompt school marketing and innovation by reward. 2. For elementary schools (1)Amplify the scope of teacher participation in school management. (2)Respect senior teachers’ experiences and opinions by human resource management. (3)Encourage school members to participate in further education and achieve the vision of lifelong learning. (4)Provide correlative resources and encourage teachers to amplify creativity. (5)Reinforce communicative mechanism and pursuit team cooperation in large and urban schools. 3. For future researchers (1)The samples should be expanded. (2)Qualitative studies should be adopted to make more in-depth data. (3)More demographic variables and environmental variables should be added.

本研究旨在建構學校核心競爭力指標體系，以技專校院為研究主體，運用文獻分析、德懷術、訪談及問卷調查等4種研究方法進行探究。研究者首先蒐集核心競爭力、學校競爭力、學校核心競爭力、教育指標、技專校院的現況與發展等相關資料，透過文獻分析，初步建構學校核心競爭力指標體系草案後，再經由18位德懷術專家學者3次問卷往返的協助修正，最後建立技專校院適用之學校核心競爭力指標體系。研究過程中，另與6位專家學者進行深度訪談，瞭解技專校院現場實務工作者對研究問題之看法與建議，協助取得較完整的調查研究資料；最後，針對全國科技大學、技術學院與專科學校等93校，寄發465份指標認同程度調查問卷，以立意樣本進行教師意見調查，回收之有效問卷340份，回收率為73％。 根據文獻分析、德懷術專家問卷、訪談及技專校院教師問卷調查結果，經過整理及分析之後，本研究獲致之以下結論： 一、核心競爭力是多種類型能力所組成。 二、學校核心競爭力特徵具有獨特性、價值性、整合性、動態性、延展性、過程性與核心性。 三、學校核心競爭力是學校永續經營的重要根基。 四、學校核心競爭力探討的學校層級著重在高等教育領域。 五、技專校院正面臨再造發展的關鍵期。 六、本研究建構技專校院適用之學校核心競爭力指標體系，包括「科研核心競爭力」、「師資核心競爭力」、「學生核心競爭力」、「學校表現核心競爭力」等四構面，合計79項指標。 七、德懷術專家對於「科研核心競爭力」與「師資核心競爭力」層級各指標評價之共識程度，高於「學生核心競爭力」與「學校表現核心競爭力」層級各指標。 八、受訪談者肯定技專校院具有重要的價值與功能。 九、受訪談者對於提升技專校院核心競爭力的策略，認為應從「師資水準」、「學生能力」、「政府政策」、「學校經營策略」與「合作策略聯 盟」等層面推進。 十、技專校院教師對於「學校表現核心競爭力」層級各指標之認同程度較高，對於「科研核心競爭力」層級各指標之認同程度較低。 十一、技專校院教師對於本研究建構之指標評價，受不同性別、年齡等變項的影響較不顯著，受不同學校型態（科技大學、技術學院、專科學校）的影響較顯著。 十二、技專校院教師背景變項對於編號「A-2科研價值性」、「A-2-4技術移轉件數」、「B-1-2具有博士學位教師數」指標認同程度之影響較顯著，對於編號「C-1-1取得專業證照學生數」、「C-1-2通過專技檢定學生數」、「C-3-3學生公共服務表現」、「D-2-3學校建築物樓地板面積」指標認同程度無顯著影響。 根據上述研究結論，本研究分別提出對主管教育行政機關、技專校院與未來研究建議如下： 一、對主管教育行政機關之建議 （一）重視與應用技專校院之學校核心競爭力指標，並將指標納入技專校院資訊資料庫。 （二）強化技職教育的定位與功能，鼓勵技專校院發展學校優勢特色，協助技專校院增進核心競爭能量。 （三）積極協助競爭力較弱的技專校院，助益學校改善經營體質，建立妥適之技專校院進退場機制，激勵學校再造與整併。 （四）成立學校核心競爭力中心，協助技專校院進行核心競爭力評核，接軌國際教育核心競爭力潮流，辦理學校核心競爭力論壇與研習。 二、對技專校院之建議 （一）強化科學、技術、實務與應用整合的學校核心競爭力，發展技專校院「專業、專才、專項、專精、專攻」的五大核心競爭策略。 （二）建立師資領先的競爭態勢，積極改善師資的品質與結構，增進教師實務經驗與交流，鼓勵教師與業界產學合作。 （三）提升學生的多元競爭能力，協助學生取得專業證照，強化學生實用的專業技能，鼓勵學生參與專業競賽。 （四）以學校永續經營為本，資源有效運用為宗，積極展現優質學校的品牌形象，豎立學校不畏競爭的強勢地位。 三、對未來研究之建議 （一）增加研究對象人數，更採樣本抽樣方式，以使研究立論更為客觀，並擴大研究推論範圍。 （二）採用更多元的指標建構方法，以增進指標研究的適切與實效。 （三）針對不同的學校性質，建構分類的學校核心競爭力指標。 / This research aims to establish a system of school core competitiveness indicators with vocational and technical institute as examples, utilizing methodologies such as literature review, Delphi technique, interviews and questionnaire survey to conduct the research. The research first collects relevant development and information related to core competitiveness, school competitiveness, school core competitiveness and educational indicator of vocational and technical institutes. Consequently through initial establishment of school core competitiveness and subsequent collaboration with 18 Delphi technique experts, a school core competitiveness system suited for vocational and technical institutes are established. Through the process of the research, six other experts are interviewed to provide suggestions of practical understanding to researchers and assist in acquiring a more accurate research data. Finally, 465 indicator acceptance questionnaires are sent to 93 technological universities, technical and vocational institutes and purposive samples were utilized to investigate teacher opinions. 340 questionnaires were returned, giving an effective response rate of 73%. According to literature review, Delphi experts’ questionnaire surveys, interviews and teacher opinions surveys of vocational and technical institutes, the research reaches the following conclusions after integration and analysis: 1. Core competitiveness is composed of several types of abilities. 2. Characteristics of school core competitiveness include uniqueness, value, integration, mobility, extendibility, process and core. 3. School core competitiveness is the fundamental of sustainable management. 4. Discussion of school core competitiveness is focused on higher education sector. 5. Vocational and technical institutes are facing the critical phase of re-engineering. 6. There are 79 indicators in the process of building school core competitiveness system and they include: “R&D core competitiveness”, “teaching staff core competitiveness”, “students’ core competitiveness” and “school performance core competitiveness”. 7. Delphi experts have higher consensus and appraisal regarding “R&D core competitiveness” and “teaching staff core competitiveness” compared to “students core competitiveness” and “school performance core competitiveness”. 8. The interviewees have high affirmation regarding the function and value of vocational and technical institutes. 9. The interviewees thought effective strategies to promote core competitiveness of vocational and technical institutes include raising “teaching staff level”, “students’ abilities”, “government policies”, “school management strategies” and “strategic alliances”. 10. Teaching staff of vocational and technical institutes have overall higher approval level concerning “school performance core competitiveness” than “R&D core competitiveness”. 11. Evaluations of indicators established in this research are affected mainly by school types (technological university, technical institutes, and vocational schools) rather than gender or age group. 12. Variables of teaching staff of vocational and technical institutes have significant differences with respect to “A-2 R&D value”, “A-2-4 Number of technology transfers” and “B-1-2 Qualified Ph.D. teaching staff”, and less significant differences with respect to “C-1-1 Number of students with qualifications”, “C-1-2 Number of students who passed technical examinations”, “C-3-3- Students’ public service performance” and “D-2-3 Area of school buildings”. According to the above research conclusions, this research proposes the following relevant suggestions for education administration authority, the educational institutes and future research: 1. Suggestions for education administration authority (1) Place emphasis and employ practical application of the school core competitiveness indicators of vocational and technical institutes, and incorporate those data into school database. (2) Strengthen positioning and functions of vocational and technical institutes, develop their unique competitiveness and core competitiveness ability. (3) Actively assist weaker vocational and technical institutes to improve their management and establish appropriate exit strategies to encourage school re-engineering and consolidation. (4) Establish center for school core competitiveness to assist assessment of core competitiveness of vocational and technical institutes, follow international educational core competitiveness trend and host forums and research on school core competitiveness. 2. Suggestions to vocational and technical institutes (1) Strengthen scientific, technical, practical and integrative core competitiveness of schools to develop the five core competitiveness: professional, talented, training, expertise and specialty. (2) Establish teaching staff competitiveness edge by actively improving teaching staff quality and structure; promote practical experience sharing and encourage involvement with the industry. (3) Increase students’ multi-faceted competitiveness by assisting students in receiving their professional certifications, enhancing their practical skills and encouraging them to participate in professional competitions. (4) With sustainable management as key principle and effective utilization of resources as model, actively exhibit a positive image of quality education and strong competitive edge. 3. Directions for future research (1) Increase number of research targets and employ random sampling to make research conclusion more objective and have wider inference aspect. (2) Establish more multi-faceted indicators to enhance research appropriateness and effectiveness. (3) Establish different types of school core competitiveness for different types of schools.

本研究旨在探討臺北市國民中學校長領導風格、教師知識管理與學校效能之關係。採用問卷調查法進行研究，以97學年度臺北市公立國民中學教師為研究對象，各校依班級數多寡，選取8至16位教師進行問卷調查，總計發出問卷750份，回收問卷663份，問卷回收率88.4%，有效樣本620份。所得資料輸入電腦後，以SPSS for Windows 12.0版統計套裝軟體進行統計分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計方法加以處理，獲致如下之結論： 一、臺北市國民中學校長領導風格中，轉型領導較注重「願景」；交易領導較注重「介入管理」；教師知識管理，較注重「知識取得」及與「知識創新」；學校效能整，較注重「社區關係」及「學生表現」 二、臺北市國民中學校長領導風格之現況受性別、服務年資、擔任職務、學校規模、學校歷史影響有所差異；教師知識管理受性別、年齡、教育程度、服務年資、擔任職務、學校歷史影響有所差異；學校效能受性別、年齡、服務年資、擔任職務、學校規模、學校歷史影響而有所差異。 三、校長領導風格愈佳則教師知識管理愈佳；教師知識管理愈佳則學校效能愈佳 四、校長領導風格各層面對學校效能之預測力，以「激勵」最具有預測力 五、教師知識管理各層面對學校效能之預測力，以「知識取得」最具有預測 依據本研究之結論，提出下列建議： 一、對教育行政機關的建議 (一)加強校長之專業發展，強化校長專業領導能力 (二)針對校長培育課程增列轉型領導概念課程 (三)針對教師增列知識管理研習課程、提升知識管理能力 二、對校長的建議 (一)應增進校長轉型領導的運用，以提升學校效能 (二)少使用法職權、多用專業與熱忱帶領學校組織 三、對教師的建議 (一)、增進教師間的交流平台，提昇教育專業知識分享 (二)、教師應積極參加研習活動、多方請益，以提昇教師專業知能 四、對學校的建議 (一)、建置硬體設備及設計相關課程，提供有利於教師知識管理的情境 (二)、推動學校教師知識管理，營造知識分享的學校文化，以提昇學校效能 / The purpose of this research is to explore the relationship among principals’ leadership style, teachers’ knowledge management and the school effectiveness of the municipal junior high schools in Taipei. The research was conducted through questionnaire survey. The participants were the teachers in Taipei municipal junior high schools in academic year 2009. 8 to 16 teachers were selected from each school according to the class number of the schools. 750 questionnaires were issued, and a total of 663 questionnaires were collected from all the target schools, with the rate of retrieval, 88.4%. 620 copies were valid samples. The research data acquired was processed by SPSS for Windows 10.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1.In Taipei municipal junior high schools, principals’ transformational leadership pays more attention to the “vision” field; while principals’ transactional leadership emphasizes more on the “interference management” field. Besides, “knowledge acquisition” and “knowledge innovation” are more valued among the knowledge management conducted by the teachers. In the aspect of school effectiveness, “community relationship” and “student achievements” are more emphasized. 2.In Taipei municipal junior high schools, principals’ leadership styles are verified with the influence of teachers’ gender, seniority, position, school scale, and school history. Teachers’ knowledge management is verified with the influence of teachers’ gender, age, education background, seniority, position, and school history. And the school effectiveness is verified with the influence of teachers’ gender, age, seniority, position, school scale, and school history. 3.The better principals’ leadership style is, the better teachers’ knowledge management is. The better teachers’ knowledge management is, the better school effectiveness is. 4.“Encouragement” is the best way to enhance the predictions of principals’ leadership style on school effectiveness. 5.“”Knowledge acquisition” is the best way to enhance the predictions of teachers’ knowledge management on school effectiveness. According to the findings, some suggestions were made: 1. Suggestions for education and administration institutes 1) Strengthen principals’ professional development and leadership. 2) Integrate courses about transformational leadership into principal preparation curriculum. 3) Arrange more workshops or seminars about knowledge management for teachers and upgrade teachers’ knowledge management ability. 2. Suggestions for principals 1) Develop principals’ transformational leadership and thus improve school effectiveness. 2) Make use of less authority but more profession and enthusiasm on school leading. 3. Suggestions for teachers 1) Enhance the communication among teachers; increase opportunities to share and exchange educational knowledge. 2) Be active in participating in seminars or workshops, listen to good advice, and upgrade teachers’ professional knowledge. 4. Suggestions for schools 1) Construct hardware facilities, design correlated curriculum, and offer the circumstances which are helpful for teachers’ knowledge management. 2) Promote teachers’ knowledge management, build a knowledge-sharing atmosphere at school, and thus enhance school effectiveness.

本研究旨在瞭解基隆市高級中等學校校長領導風格與校園危機管理之現況，並分析教師人口變項、教師危機管理變項、學校環境變項在校長領導風格以及校園危機管理的差異情形，最後探討校長領導風格與校園危機管理之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以「高級中等學校校長領導風格與校園危機管理調查問卷」(內含基本資料、校長領導風格量表與校園危機管理量表)為工具，以基隆市高級中等學校教師為研究對象，分層隨機抽取11所學校，共發出問卷330份，回收272份，有效問卷272份，有效回收率為82.4％。所得資料以描述性統計、t考驗、單因子變異數分析與 Scheff'e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2位校長，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、基隆市高級中等學校校長領導風格與校園危機管理之現況， 均屬良好程度。 貳、教師不同性別、服務年資、最高學歷對校長領導風格各個層 面之感受，並無顯著不同；教師不同性別、服務年資、最高 學歷在校園危機管理各個層面的感知上，並無顯著不同。 参、主任在校長領導風格與校園危機管理之感知上較好。 肆、教師是否參與危機研習、處理危機經驗、成立危機小組在校 園危機管理之整體及各個層面的感知上，並無顯著不同。 伍、學校規模不同的教師在校長領導風格及校園危機管理之感 受，並無顯著不同。 陸、創校歷史在「21~50年」及「51年以上」之教師對校長領導風 格及校園危機管理之感受，較「10年以下」之教師感受深刻。 柒、校長領導風格與校園危機管理間，有顯著的正相關。 捌、校長領導風格對整體校園危機管理具有預測力。 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、高級中等學校校長、相關行政人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ leadership style and crisis management in Keelung high schools and to analyze the differences in teachers personal variables、teachers’ crisis management and school environmental variables. concerning principals’ leadership style and crisis management. Finally, it explores the relationship between principals’ leadership style and crisis management. This study employs the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Leadership Style Questionnaire and Crisis Management Questionnaire. Three hundred and thirty subjects are randomly selected from eleven high schools in Keelung city. A total of 272 questionnaires was returned. Out of those, 82.4% was valid (272 out of 330). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA. Scheff’e 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, were interviewed to clarify and extend the findings of the survey. Then. the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1. The current development of principals’ leadership style and the crisis management in high schools are both above the average. 2. There is no significant difference in teachers’ experiences of principals’ leadership style in terms of gender, seniority and educational background; and, there is no significant difference in teachers recognition about crisis management in terms of teachers gender, seniority, educational background. 3. Teacher to act as director in schools give better recognition in principals’ leadership style; and, teacher to act as director in schools give better recognition in the crisis management. 4. There is no significant difference in teachers’ experiences about crisis management in terms of crisis study, crisis experience, and crisis management team background. 5. There is no significant difference in both principals’ leadership style and crisis management to teachers from schools of different scales. 6. There are significant differences in both principals’ leadership style and crisis management to teachers from schools of different history. 7. It shows significant positive correlation between principals’ leadership style and crisis management. 8. Principals’ leadership style demonstrates the predictability of crisis management in high schools in Keelung city. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, high principals, the director of schools and faculty for further study and reference.

本研究旨在探討國民中學校長家長式領導層面、學校組織健康與教師組織公民行為關係。研究方法為文獻分析與問卷調查法。研究對象為我國國民中學教師，共發出923份問卷，回收率76%，有效樣本共702份。問卷回收後分別以信度分析、描述統計、皮爾森積差相關、集群分析、變異數分析、多元迴歸及結構方程模式等統計方法進行分析。根據研究結果與分析歸納之研究結論如下： 壹、 國民中學教師感受較少校長威權領導行為、中等程度仁慈領導行為、較多德行領導行為。 貳、 國民中學學校組織健康程度尚佳。 參、 國民中學教師組織公民行為程度良好。 肆、 不同背景變項國民中學教師對校長家長式領導層面、學校組織健康及教師組織公民行為看法具顯著差異。 伍、 威權領導與仁慈領導、德行領導、學校組織健康、教師組織公民行為間具有顯著負相關；仁慈領導、德行領導、學校組織健康、教師組織公民行為間則具有顯著正相關。 陸、 國民中學校長家長式領導取向可區分為二種，且各取向在學校組織健康上具顯著差異。 柒、 國民中學校長家長式領導層面可顯著預測學校組織健康程度。 捌、 國民中學校長家長式領導層面及學校組織健康可顯著預測教師組織公民行為程度。 玖、 家長式領導層面、學校組織健康與教師組織公民行為因果關係模式適配度尚佳，其中仁慈領導對學校組織健康之整體效果最高，學校組織健康則對教師組織公民行為之整體效果最高。 最後，本研究依研究結論分別提出以下建議： 壹、 對國民中學校長領導的建議 一、強化仁慈領導程度。 二、強化德行領導程度。 三、轉變威權領導。 貳、 對教育工作者的建議 一、提升學校自主性。 二、校長應致力營造高倡導高關懷的組織氣候。 三、提升校長影響力並作好行政支援教學工作。 四、適時激勵教師工作士氣，營造對學校的認同感。 參、 對後續研究的建議 分別對研究對象、變項及方法等方面，對未來研究提出建議。 / This study is focused on investigating the relationship among paternalistic leadership, organizational health, and organizational citizenship behavior in public junior high schools. The research process includes literature review and questionnaire survey. The population of this study is the junior high school teachers across Taiwan. 923 questionnaires were distributed, and 76% of them about 702 questionnaires were returned. The data is analyzed through reliability analysis, descriptive statistic, Pearson product-moment correlation, cluster analysis, one-way ANOVA, multipack regression and SEM. The findings of the study are as follows: 1. Junior high school teachers show low level of perception in authoritarianism leadership, median level of perception in benevolence leadership , high level of perception in moral leadership, high level of perception in organizational health, and very high level of perception in organizational citizenship behavior. 2. Junior high school teachers with different background show different opinions in paternalistic leadership, organizational health, and organizational citizenship behavior. 3. Authoritarianism leadership has a negative correlation with benevolence leadership, moral leadership, organizational health, and organizational citizenship behavior; there is a positive correlation among benevolence leadership, moral leadership, organizational health, and organizational citizenship behavior. 4. There are two approaches of paternalistic leadership, and they have different impact on organizational health. 5. The paternalistic leadership can predict organizational health significantly; the paternalistic leadership together with organizational health can predict organizational citizenship behavior significantly. 6. The structure relation among paternalistic leadership, organizational health, and organizational citizenship behavior is good. The suggestions of the study are as follows: 1. The suggestions for junior high school principals. (1)Improving the benevolence leadership ability. (2) Improving the moral leadership ability. (3)Transforming the authoritarianism leadership. 2. The suggestions for junior high school educators. (1)Raising the school integrity. (2)Principals should try their best to create a organizational climate with high level of consideration and initiating structure. (3) Principals should boost their influence on their supervisors, and provide teachers with sufficient resources. (4)Inspiring teacher’s moral in time, and boosting their identification with schools. 3. The suggestions for further studies. This study advises some implications on research subjects, variables, and methods.