二十一世紀是知識經濟的時代，「創新」成為個人、團隊及組織致勝的關鍵，組織競爭力與生產力均靠「組織創新」而提升。學校面對新時代的挑戰，必須積極加以回應，如何將創新帶入學校組織之中，激發學校組織的創新，以提高學校效能，是各級學校無法逃避的時代課題。基於此一時代需求及國民中學的發展需要，本研究以臺中市一所國民中學為例，進行「學校創新」的初探性研究。 本研究採單一個案質性研究，運用個案文件、實地觀察及深入訪談進行資料蒐集，探討、詮釋及思索一所國民中學創新之歷程、策略及促成因素。經研究後獲致以下結論： 一、個案創新歷程為：(一)校舍重建;(二)校園新風貌;(三)學校創新領導;(四)型塑學校創新主軸;(五)發展具體創新項目;(六)形成創新團隊;(七)引進教育創新實驗方案;(八)創新發表與接受評鑑;(九)創新歷程的自省與深化;(十)建構學校創新文化;(十一)學校文化的創新。 二、個案創新策略為：(一)研訂創新主軸;(二)結合課程發展;(三)利用社區資源;(四)突出特色發展;(五)配合專案實驗;(六)參加創新評鑑。 三、個案創新促成因素為：(一)九二一地震是個案學校創新的契機; (二)學校外在環境的九年一貫課程的推動、教育創新實驗案的推廣、強調學校本位課程特色因素。(三)學校組織的領導、文化、策略、人力素質因素。 個案創新受九二一地震影響，此一天然災害因素組織無法掌控，唯透過本研究分析探討個案創新歷程、策略及促成因素，能深入瞭解學校創新之相關議題，並提出學校創新建議，供學校創新參考。 關鍵詞： 組織創新 學校創新 學校創新策略 學校創新促成因素 / Such an era of knowledge economy as the 21st century is, “innovation”has become the key for the individuals, teams, and organizations to outdo others while organizational competitiveness and productivity are both boosted relying upon “innovation of organization”. To confront with the challenges of the new era, a school has the need to respond to them vigorously. It is an inevitable subject of the era to schools of all levels how to bring forth innovation to academic outfits to set off their organizational innovation for greater efficacy. Based upon the demands for the era as well as the development of junior high schools of which one is exemplified in Taichung City, Taiwan, to carry out the preliminary test study of “innovation of school”. This paper adopts the unitary case story study of quality and nature by applying the methods of documentary analysis, observation, and in-depth interview to carry on the research, probing, interpretation, and pondering of a junior high school in term of the course of school innovation, strategy, and elements of facilitation. The conducted study sums up the follows: In the course of innovation: 1) Reconstruction of school building; 2) New styles and features of campus; 3) Leadership of school innovation; 4) Formulation of prospects in innovation of school; 5) Development of items of concrete innovation; 6) Formation of innovation team; 7)Introduction of experimental scheme for educational innovation; 8) Announcement of innovation and acceptance of appraisement; 9) Introspection and deepening of innovative course; 10) Establishment of school innovative culture; and 11) Innovation of school culture. For the strategy of case story innovation: 1) Study to set the axis of innovation; 2) Integration of curricular development; 3) Utilization of community area resources; 4) Highlighting development of special features;5) Coordination of special case experiment; and 6) Participation in appraisement of innovation. For the elements of facilitation of case story innovation:1) 921 Earthquake is a turning point of school innovation;2) The factors of leadership, culture, strategy, and manpower quality of internal organization of a school;3) Enforcement of 9-year consistent curricula, application of information technology, extension of experimental scheme of school innovation, and emphasis upon the elements of characteristics in departmental curricula involving off-campus environment. 921 Earthquake is a great influence on the case story innovation . It is a natural disaster that organization can not control.But through this study to discuss the course of school innovation,strategy, and elements of facilitation in case story can understand the issues about school innovation and provide some suggestions for school innovation. Key words: organizational innovation school innovation innovation strategy of school the facilitating elements of school innovation

摘要 本研究旨在瞭解國民小學學校型態實驗教育的創新經營、組織效能與校長領導行為之內涵與現況，探討其關係，進而建構與驗證三者之互動模式，最後依據研究結果提出建議。本研究採用文件分析與調查研究法，以台灣地區105學年度公辦公營之國民小學學校型態實驗教育學校教師為研究對象，總共發出335份問卷，問卷回收率為91.94%，有效問卷則為89.55%。正式問卷回收後，分別以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關以及結構方程模式等統計方法進行分析。 依據研究結果與分析歸納，獲得結論如下： 一、國民小學學校型態實驗教育在學校創新經營現況呈現中高程度發展。 二、國民小學學校型態實驗教育在學校組織效能現況呈現中高程度發展。 三、國民小學學校型態實驗教育在校長領導行為現況呈現中高程度發展。 四、在國民小學學校型態實驗教育之教育人員的背景變項中， 不同職務、校長在該校服務年資、不同學校規模等，在創新經營得分之差異達顯著水準。 五、在國民小學學校型態實驗教育之教育人員的背景變項中， 不同職務、校長在該校服務年資、不同學校規模等，在學校組織效能得分之差異達顯著水準。 六、在國民小學學校型態實驗教育之教育人員的背景變項中，不同服務年資、不同職務、校長在該校服務年資、不同學校規模等，在校長領導行為得分之差異達顯著水準。 七、整體學校創新經營與整體學校組織效能間呈顯著的正相關，且與「學生學習」及「學生展能」之相關程度最高。 八、整體校長領導行為與整體學校組織效能間呈顯著的正相關，且與「行政領導」及「控制」之相關程度最高。 九、整體校長領導行為與整體學校創新經營間呈顯著的正相關，且與「行政管理」及「控制」之相關程度最高。 十、學校創新經營透過校長領導行為影響學校組織效能，校長領導行為具有部分中介效果。 本研究根據以上結論，提出相關建議，俾供主管教育行政機關、學校教育人員及後續研究之參考。 / Abstract This study aims to understand the connotations and status of the innovative operation, organizational effectiveness and the dean’s leadership in primary schools under the school-pattern experimental education, probe into their relations so as to construct and validate the patterns of interactions between these three aspects and finally propose suggestions based on the research results. The document analysis and survey method is adopted for the study purpose and the objects are the teachers in public primary schools that apply school-pattern experimental education in 2016. A total of 335 questionnaires were issued, with a response rate of 91.94% and a valid response rate of 89.55%. The collected questionnaires were analyzed with such statistic methods as descriptive statistics, T-test, one-way ANOVA, Pearson's product-moment correlations, and Structural Equation Modeling (SEM). The study came to the following conclusions based on the findings and analytic induction: 1.The school-pattern experimental education in primary schools shows a medium to high level of development in the school’ s innovative operation. 2.The school-pattern experimental education in primary schools shows a medium to high level of development in the school’ s organizational effectiveness. 3.The school-pattern experimental education in primary schools shows a medium to high level of development in the principal’s leadership. 4.Among the background variables of educators in primary schools applying school-type experimental education, such variables as the educators’ titles, the principal’s seniority in the school as well as the size of the school would bring significant differences in the scores of the school’s innovation operation. 5.Among the background variables of educators in primary schools applying school-type experimental education, such variables as the educators’ titles, the principal’s seniority in the school as well as the size of the school would bring significant differences in the scores of the school’s organizational effectiveness. 6.Among the background variables of educators in primary schools applying school-type experimental education, such variables as the educators’ seniority and titles, the principal’s seniority in the school as well as the size of the school would bring significant differences in the scores of the principal’s leadership. 7.The school’s overall innovative operation has a significant positive correlation with its organizational effectiveness, with the highest degree of correlation with “students’ study” and “students’ performance”. 8.The principal’s overall leadership has a significant positive correlation with the school’s organizational effectiveness, with the highest degree of correlation with “administrative leadership” and “control”. 9.The principal’s overall leadership has a significant positive correlation with the school’s innovative operation, with the highest degree of correlation with “administrative management” and “control”. 10.The school’s innovative operations would influence its organizational effectiveness through the principal’s leadership, which embodies a partial medium effect. Based on the above conclusions, this study proposed related suggestions for the reference of competent educational and administrative authorities, the school educators as well as future studies.

本研究旨在探討竹苗區國民中學教師知覺校長願景領導、學校組織氣氛與學校效能之關係。為達研究目的，首先蒐集相關文獻資料加以探討分析，瞭解校長願景領導、學校組織氣氛與學校效能之內涵，以建立本研究架構之理論基礎，及問卷編製的依據。在實證研究上採調查研究法，以竹苗區公立國民中學教師為樣本對象，採「分層隨機抽樣」方式，進行研究資料的蒐集，共發出600份問卷，有效問卷582份，回收可用率達97.0%。問卷回收後，分別以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸等進行統計分析。 綜合文獻探討及調查研究結果，本研究獲致研究結論如下： 一、竹苗區國中教師知覺校長願景領導屬於中高程度，其中以「願景的發展與宣導」層面最佳。 二、竹苗區國中教師知覺學校組織氣氛屬於中高程度，其中以「教師承諾行為」層面最佳。 三、竹苗區國中教師知覺學校效能屬中高程度，其中以「有效的教學品質」層面最佳。 四、在「校長願景領導」方面，不同「學校位置」背景變項之國中教師，知覺校長願景領導有顯著差異。 五、在「學校組織氣氛」方面，不同「性別」、「現任職務」、任職學校「校長性別」及「學校位置」背景變項之教師，知覺學校組織氣氛有顯著差異。 六、在「學校效能」方面，不同「學校規模」及「學校位置」背景變項之教師，知覺學校效能有顯著差異。 七、竹苗區國中校長願景領導與學校組織氣氛具有顯著相關。 八、竹苗區國中校長願景領導與學校效能具有顯著相關。 九、竹苗區國中學校組織氣氛與學校效能具有顯著相關。 十、竹苗區國中校長願景領導與學校組織氣氛對學校效能具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師未來相關研究之參考。 / The overall objective of this study is to estimate the associations among the principal’s visionary leadership, school organization climate, and school effectiveness in Hsinchu and Miaoli junior high schools. To achieve the research purposes, a literature review was conducted to understand the principal’s visionary leadership, school organization climate and school effectiveness, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Hsinchu and Miaoli areas public junior high schools. A sample of junior high school teachers in Hsinchu and Miaoli areas, stratified random sampling, issued a total of 600 parts, 582 valid questionnaires, the effective rate of 97.0% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 1.Moderate-high teacher’s perceptions of the principal’s visionary leadership were shown, and “development and propaganda of the vision” had the highest level. 2.Moderate-high teacher’s perceptions of the school organization climate were shown, and “teacher’s commitment behaviors” had the highest level. 3.Moderate-high teacher’s perceptions of the school effectiveness were shown, and “effective teaching quality” had the highest level. 4.School location showed significant effect on teacher’s perceptions of the principal’s visionary leadership. 5.Teacher’s gender, current position, principal’s gender, and school location showed significant effects on teacher’s perceptions of the school organization climate. 6.School scale and location showed significant effects on teacher’s perceptions of the school effectiveness. 7.Principal’s visionary leadership and school organization climate were positively correlated. 8.Principal’s visionary leadership and school effectiveness were positively correlated. 9.School organization climate and school effectiveness were positively correlated. 10.Principal’s visionary leadership and school organization climate were significant predictors of school effectiveness. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.

摘 要 本研究主要在探討高中職校長轉型領導、學校知識管理與學校效能的關係。為達成研究目的，首先進行轉型領導(transformational leadership)、知識管理(knowledge management)及學校效能(school effectiveness)的相關文獻分析，並發展調查問卷初稿，經過預試後之項目分析及因素分析等過程，據以建構「高中職學校狀況調查問卷」研究工具。隨後依學校所在地區分為北區、中區、南區及學校類別屬於高中或高職，採分層叢集隨機取樣之方式，抽取台灣地區之高中職學校教師1300人進行問卷調查，問卷回收率為91.62%，剔除無效樣本31人，有效樣本人數為1160人。研究資料，使用SPSS for Windows 11.5版進行統計分析；依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行單因子變異數分析（one-way ANOVA），考驗不同背景變項之差異情形，並以Scheffé法進行事後比較；另以典型相關（canonical correlation）、皮爾遜積差相關（Pearson product-moment correlation）及逐步多元迴歸分析（stepwise multiple regression analysis）等統計方法，了解校長轉型領導、學校知識管理與學校效能各層面間的相關及預測情形；最後並以訪談做深入之探討。綜合文獻分析、問卷調查之統計考驗及訪談資料分析，本研究獲得以下結論： 一、目前高中職校長之轉型領導最常使用「建立願景」，較少使用「個別關懷」；知識管理較為注重「顯性知識」及「知識中心」層面；學校效能則關注於「行政領導」及「學生表現」層面。 二、教師服務學校校長為男性者，其在轉型領導各層面及整體層面的知覺，顯著高於服務學校校長為女性者。 三、高中職校長轉型領導、學校知識管理及學校效能的知覺，隨背景因素不同而有顯著差異：高中職之男性教師高於女性教師；年長資深教師顯著高於年輕資淺教師；兼任行政職務之教師顯著高於未兼行政職務之教師；私立高中職學校教師顯著高於公立高中職學校教師；中南部高中職教師顯著高於北部高中職教師。 四、高中職校長轉型領導與高中職學校知識管理有顯著相關。 五、高中職「校長轉型領導」、「學校知識管理」各層面與「學校效能」有高度相關。 六、高中職「校長轉型領導」各層面變項，對「學校效能」的解釋變異量約為61.9%，以「啟發才智」最具有預測力。 七、高中職「學校知識管理」各層面變項，對「學校效能」的解釋變異量達59.2%，以「人員系統」及「隱性知識」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、高中職校長、學校及後續研究提出建議，提供校長轉型領導、學校知識管理及提升學校效能之參考。 / Abstract This study aimed to explore the correlations among three factors, i.e. school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals. In order to achieve the objective of this study, the methods of literature review about the correlated themes were first adopted, and then this study proceeded to do the first draft questionnaire survey. After the processes of item and factor analysis from the prior test, the research instrument–“The questionnaire of senior/vocational high schools” was formed according to the above analysis. Afterward, all schools here were divided into north district, middle district, south district, senior high and vocational high based on their location and category to do cluster sampling. The survey subjects included teachers from senior high and vocational high schools in Taiwan, namely, 1300 teachers were sampled through the way of random. The rate of retrieve was 91.62% and the valid samples were 1160 copies, exclusive of the ineffective samples. The research data acquired was analyzed by SPSS for Windows 11.5 version based on the research purpose. The statistic procedures included the means, standard deviation and one-way ANOVA, examining variances in different variables. Scheffé method was used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation, Pearson & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of transformational leadership from principals, knowledge management in schooling and school effectiveness. Further exploration on the issue was made through the interviews. According to the integrated analysis, which was from the adoption of research methodologies of literature review, questionnaire survey and interview. And the conclusions were as follows: 1. For the topic of “Transformational leadership of a principal from senior /vocational high schools”—The way of “establishing perspective” was used instead of “individuals concerns” commonly; And “dominate knowledge” as well as “knowledge center” were emphasized on the issue of knowledge management. With regard of the theme of school effectiveness, the “administration leadership” and “students’ behavior” were paid much close attention to. 2. Male principals performed much higher effectiveness than female principals on the transformational leadership in consciousness. 3. The consciousness from transformational leadership, knowledge management and school effectiveness differed greatly from backgrounds. Male teachers were higher than female teachers. Experienced teachers were more superior to new teachers. Teachers served in administration position were more excellent than common teachers. Teachers from private schools were finer than those from public schools. Teachers from middle or south Taiwan were greater than those from north Taiwan. 4. There were remarkable interrelations between “ transformational leadership” and “ knowledge management”. 5. The strong interrelation among the “transformation leadership”, “knowledge management” and “school effectiveness” occurred obviously. 6. The cumulative variance of transformational leadership to the school effectiveness was about 61.9%. And the “inspired intelligence” possessed strongly predictable effects. 7. The cumulative variance of knowledge management to “school effectiveness” was about 59.2%. And “ the staffing systems” and “ recessive knowledge” held the strongly predictable effects. According to the conclusions of this study, the further suggestions were provided to the department of educational administration, principals from senior/vocational high schools and schools for reference and the views of promoting research about “transformational leadership”, “knowledge management” and “school effectiveness” were raised also.

本研究主要目的在於瞭解臺北市公立國民中學學校建築規劃的現況，以及探討學校建築規劃現況與學生學業成就之間的關係，並探究不同等級之學校建築規劃現況，其學生在學業成就上的表現是否有顯著差異存在，以及瞭解哪些建築規劃變項能有效預測學業成就。末後依據研究發現，提出相關建議，俾供相關單位及未來有關研究之參考。 本研究以臺北市公立國民中學為對象，採分層隨機方法，抽取28所學校為研究樣本，並針對十五項建築規劃變項，進行資料蒐集工作，包括：（1）建築結構規劃現況部分：有建築年代、學校規模、校地配置、校舍形式、校舍方位、動靜規劃、地理位置、噪音值、建築漏水、教室冷氣、燈光照明等十一項；（2）建築外觀規劃現況部分：有牆壁油漆、牆壁剝落、廁所維護以及校園景觀等四項。然後，依據自編的「臺北市公立國民中學學校建築規劃現況評量表」進行評量工作，並依得分的高低，分「高分組」（約前25﹪）、「中分組」（約中間50﹪）、「低分組」（約後25﹪）三組不同等級的建築規劃現況學校。而學生學業成就方面，則以28所學校國三學生參加九十一學年度「國民中學學生基本學力測驗」成績為代表。另外，以各校國三學生屬低收入家庭的比例作為共變量。 在資料的分析方面，運用次數百分比、皮爾遜積差相關、淨相關、共變數分析、多元迴歸以及逐步多元迴歸等統計方法。經研究結果發現： 一、臺北市公立國民中學學校建築規劃的現況：（一）整體而言，臺北市公立國民中學學校建築規劃現況，大都維持在中等的程度，極差或極佳的學校比較少；（二）學校建築年齡偏高，並且建齡愈高的學校，其動靜規劃和牆壁油漆的現況愈不理想；（三）以中大型規模、封閉式校舍以及高噪音學校為多數；（四）建築漏水問題普遍存在，並且新舊學校皆有漏水問題；（五）普通教室裝設冷氣設施仍未普及；（六）校舍牆壁剝落普遍存在，並且牆壁油漆愈老舊，油漆剝落情形愈嚴重；（七）在校地配置、校舍方位、動靜規劃、地理位置、燈光照明、以及廁所維護上，約七至九成的學校，符合「國民中小學設備基準」的相關規定或是維持在理想的現況；（八）在校園景觀的綠化、美化等造景以及富含教育性方面，仍待加強。 二、臺北市公立國民中學學校建築規劃現況與學生學業成就的關係：（一）學校建築規劃現況與學生學業成就之間的關係未達顯著；（二）在個別建築規劃變項方面，僅學校規模、校地配置、以及廁所維護等三個變項與學業成就有顯著的關係存在；（三）三組不同等級的學校建築規劃現況學校，其學生的學業成就未發現有明顯的差異存在；（四）在個別建築規劃變項方面，不同等級的學校規模、校地配置和廁所維護學校，其學生的學業成就有顯著的差異存在；（五）廁所維護變項能有效預測學生學業成就。

本研究的目的瞭解國小校長轉型領導、學校組織學習及學校組織創新的關係，主要包括1.瞭解當前國小校長轉型領導、學校組織學習及學校組織創新的現況。2.分析不同校長背景、教師背景、學校背景下，國小校長轉型領導、學校組織學習及學校組織創新的差異情形。3.探討國小校長轉型領導、學校組織學習與學校組織創新之間的關係。4.檢定國小校長轉型領導、學校組織學習與學校組織創新因果關係模式之適配性。 本研究係以採用文獻分析及問卷調查法為主，利用「國民小學學校狀況調查問卷」為工具，針對台灣地區國民小學教師進行調查，總計施測1375人。使用之統計方法包括描述性統計、t 檢定及單因子變異數分析、結構方程模式進行分析。 本研究的主要結果如下： 一、國小校長在轉型領導各層面，以「激勵鼓舞」最高，而「智識啟發」最低。 二、國小在學校組織學習各層面，以「科技運用」最高，而「資訊共享」最低。 三、國小在學校組織創新各層面，以「組織氣氛」最高，而「行政管理」最低。 四、不同性別、年齡之國小校長，其轉型領導、學校組織學習、學校組織 創新無差異。 五、具「研究所」以上學歷之國小校長，其轉型領導、學校組織創新較 好，學校組織學習無差異。 六、年資五年以上，未滿十五年的國小校長，其轉型領導、學校組織學習、 學校組織創新較好。 七、不同性別之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 八、50歲以上之國小教師，所知覺校長轉型領導、學校組織學習、學校組 織創新較高。 九、擔任主任或組長之國小教師，所知覺校長轉型領導、學校組織學習、學校組織創新較高。 十、不同學歷之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 十一、年資25年以上之國小教師，所知覺校長轉型領導、學校組織學習、 學校組織創新較高。 十二、不同歷史的國小，校長轉型領導，學校組織學習、學校組織創新無 差異。 十三、12班以下之國小，校長轉型領導、學校組織學習、學校組織創新較 高。 十四、鄉鎮地區的國小，校長轉型領導、學校組織學習高於都市地區的國 小，但學校組織創新無差異。 十六、國小校長轉型領導透過學校組織學習而影響學校組織創新。 本研究根據研究結果，提出可供教育行政機關、校長、學校做為推動國小校長轉型領導、學校組織學習及學校組織創新之參考與建議。 / This study focuses on the multi- relationships among the three main factors: principals’ transformative leadership,organizational learning and organizational innovation at elementary schools. The researcher tries to explore: 1. the current situation in which the principals’ transformative leadership,organizational learning and organizational innovation in elementary schools as far. 2. different patterns of transformative leadership,organizational learning and organizational innovation which are based on different backgrounds of the principals,teachers and schools. 3. the possible co-relationship in between the above three main factors 4. the investigation of the fitness of thecase-effect relationships among the three variables this study: principals’ transformative leadership, the organizational learning and organizational innovation in elementary schools. This study is based on literature analysis and questionnaires. The “Investigative Questionaire of the General Situations of Elementary Schools” is the main tool in use. There are 1375 teachers participating and giving their response towards the questionnaire. Descriptive statistics,t-test ,ANOVA, Cluster analysis and structural formulas are the techniques applied in the estimation ,calculation and analysis. The main results of this study are as the following: 1. At each level of the principals’ transformative leadership, the highest effective is the “ encouraging motivation” where as the lowest being “intellectual inspiration”. 2. At levels of organizational learning, the pattern is” using technology” where as the most frequently appeared information is rare. 3. In all the levels of organizational innovation in elementary schools, highest score appears in “ organizational atmosphere” and lowest in “administrative management”. 4. Among the total transformational leadership, organizational learning and innovation, there’s a tendency that shows no distinctive difference caused by the factors such as gender and age of the principals. 5. Investigation on principals who have graduate school degrees indicate that there’s no significant difference related to their performance in transformational leadership, organizational learning and innovation. 6. The principals whose tenure or seniority are between 5 and 15 years perform better in transformative leadership, organizational learning and innovations in elementary schools. 7. School teachers of different genders don’t have distinctive difference of awareness on principals’ transformative leadership, organizational learning and innovation. 8. Teachers who are older than fifty years old have stronger awareness on principals’ transformative leadership, organizational learning and innovation in elementary schools. 9. Teachers with side jobs tend to have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation at schools. 10. There’s no significant difference in their awareness as to principals’ transformational leadership, organizational learning and innovation with respect to different educational backgrounds. 11. Teachers with teaching experience of more than 25 years have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation in the schools. 12. Schools’ history doesn’t play a major role in influencing the principals’ transformative leadership, organizational learning and innovation at schools. 13. The schools with fewer than 12 classes seem to perform better in principals’ transformative leadership, organizational learning and innovation at schools. 14. As to principals’ transformative leadership and organizational learning, the schools which are located in countryside and towns mostly perform at a normal standard whereas in organizational innovation they do as good as those city schools. 15. The principals’ transformative leadership works through organizational learning and ultimately has great impact on schools’ organizational innovation. The results gained from this study can be the useful information for educational administrators, school principals and schools when implementing principals’ transformative leadership, organizational learning and innovations at schools.

本研究主要目的在於：(1)探究和釐清學校公辦民營的理論，包含定義、範疇、相關概念和模式等，以建構學校公辦民營清晰的理論內涵和架構；(2)探討和分析學校公辦民營政策制定目的、立法意旨、學校屬性定位和評鑑等要素，以提出教育政策的改進建議，提升教育決策的品質；(3)探析學校公辦民營學校使用模式、現況、辦學特色、面臨困難、未來發展，以及教師和家長對於公辦民營、學校滿意度、學生就讀學校動機之看法，並提出學校公辦民營實施條例的重點和政策發展方向之建議。 本研究採文件分析法、訪談和問卷調查法等三種方法，針對學校公辦民營的理論、政策與實施三種向度進行探究，本研究所運用之文件分析法，係基於批判性回顧的精神，將中小學公辦民營相關研究的政策主張，包含26篇公辦民營博碩士論文及學者研究論文之政策主張，進行文件分析；本研究之訪談人數共17位，對象包含：(1)臺北縣烏來鄉信賢種籽親子實驗國民小學、宜蘭縣人文國民小學、宜蘭縣慈心華德福教育實驗國民中小學等三所公辦民營學校之校長、教師、家長及籌備中的公辦民營學校相關人員；(2)學者專家；(3)宜蘭縣政府和臺北縣政府之教育行政人員。此外，問卷調查則以自編之「臺灣地區中小學公辦民營政策與實施之研究調查問卷」，針對3所公辦民營學校之教師和家長進行全面性問卷調查，家長484人，問卷回收200份，回收率為41.32%；三所學校教師人數合計41人，扣除有子女在服務學校就讀之教師10人，教師人數為31人，問卷回收9份，回收率為29.03%。問卷結果採用描述統計、變異數分析（ANOVA）、多變量變異數分析（MANOVA）和薛費法（Scheffĕ method）事後比較等統計方法進行分析。 本研究提出以下的結論： 一、國內目前學校公辦民營相關研究數量頗多，但對公辦民營學校的定義並不夠精確和嚴謹。 二、現有的四種學校公辦民營模式，均具有某種程度的公私合夥精神。 三、教育民營化、學校民營化、學校委託民間經營和學校公辦民營的意義與範疇有明顯差異，但容易混淆。 四、學校公辦民營與鼓勵私人興學屬於不同的概念，但目前兩者已緊密連結、不易區別。 五、各縣市學校公辦民營政策與中央法律立法意旨之間，存在相當程度的落差。 六、公辦民營學校屬性定位問題發生之原因，與研究未重視此議題、政策規劃未盡周延有密切關係。 七、學校委託民間經營實施條例的訂定，對於解決當前學校公辦民營的問題有迫切的需要。 八、未來公辦民營學校的發展仍不可能完全取代傳統學校，但可提供多元的教育選擇機會。 九、公辦民營學校評鑑有助於提供辦學的參考架構，評鑑的設計與實施有待檢討與變革。 十、公辦民營學校因其成立目的、運用模式之不同，產生不同之辦學特色和困難。 十一、公辦民營學校教師對公辦民營看法、學校滿意度、學生就讀學校動機，整體的看法十分正向。 十二、公辦民營學校家長對公辦民營看法、學校滿意度、學生就讀學校動機，整體看法十分正向，不因背景而有太大差異。 本研究分別提出對中央、地方主管教育行政機關、公辦民營學校，及對未來研究之建議如下： 一、對中央主管教育行政機關之建議 （一）儘速完成學校委託民間經營實施條例之立法，以徹底解決目前學校公辦民營所面臨之困境。 （二）特許學校的經費和人事應給予自主權，以發揮學校經營的效能與效率。 （三）公辦民營學校的屬性定位，應依採用模式不同而有不同的思考和設計。 （四）特許學校的功能不只在於提供多元教育選擇機會，宜進一步定位為教育改革的先鋒。 （五）訂定教育政策影響評估作業辦法，以健全和透明教育決策。 二、對地方主管教育行政機關之建議 （一）根據地方特性及需要設立公辦民營學校，提供教育多元選擇之機會。 （二）依學校公辦民營採取模式之不同，給予學校適當經費補助。 （三）以橫向傑出為特色之公辦民營學校，應儘早規劃升學銜接之管道。 （四）公辦民營學校面臨的困難與問題，地方政府應有協助解決之機制。 （五）公辦民營學校評鑑制度有需要重新思考，以建立合適的評鑑機制。 三、對公辦民營學校之建議 （一）持續發展公辦民營學校辦學的特色，是採取各種模式的學校存在之重要命脈。 （二）特許學校以橫向傑出、自主權和評鑑為基礎，追求內部和外部績效責任之目標。 （三）特許學校應勇於面對教育實驗的挑戰，建立公立學校良好的辦學典範。 （四）民間承包學校應追求教育理想，建立小型學校良好的辦學典範。 （五）BOT學校應定位為非營利性質，展現出新型態的私立學校特色。 （六）特許學校應維持與政府和社區公共關係及溝通管道，對於學校辦學成效有加分的效果。 （七）特許學校、民間承包學校應發展學校本位的評鑑制度，建立自我監督與改進機制。 四、對未來研究之建議 （一）未來學校公辦民營相關之研究，應力求理論與實務的清晰界定，例如：學校公辦民營與公辦民營學校的英文用字、定義嚴謹程度、公私合夥的角色、教育民營化與學校公辦民營之差異，以及各縣市學校公辦民營的實施實例之釐清等，以建立可以累積的知識，提供政策與實踐之參考。 （二）分別針對BOT、民間承包和特許學校等三種模式，進行定位、特性和未來發展方向之深入探究和政策評估，以累積更多學術的知識和決策的參考資訊。 （三）公辦民營學校校長領導風格不同於傳統公立學校校長，尤其是特許學校校長，公關功能的適度發揮，有時也必須扮演「情緒勞動」工作者的角色，有需要進行更深入的研究，以建立更多元豐富的學校領導理論與實務。 （四）特許學校內部的行政與教學雙重系統，在慈心華德福教育實驗國民中小學是模糊的、融合的，而在人文國民小學則是明顯的，兩種制度之優缺點比較，值得深入探究。 （五）公辦民營學校的評鑑制度設計，如何融入「量身訂做評鑑」和「學校本位評鑑」的精神，兼顧內外部績效責任，此課題有待後續研究，為教育評鑑開創新的風貌。 （六）公辦民營學校的特殊教育之實施，對於教育機會均等的精神而言，是十分重要的議題，有待深入進一步研究與分析。 （七）採用不同模式以及申請單位所經營的公辦民營學校，其組織、特色、規模和社區環境各有不同，目前籌備中的學校運作一段時間後，值得針對公辦民營學校的實施成效進行比較和分析，作為未來政策制訂之參考。 （八）以追求橫向傑出為特色的公辦民營學校，其教師需具備之教學設計、實施和環境適應能力，可能不同於其他公立學校教師，值得進一步研究，作為規劃現職公立學校教師在職進修，以及進行師資職前培育之參考。 / The purposes of the research are as follows: (1)clarifying the theory of school privatization, including the definition, scope, concepts and models, in order to establish concretely a theoretical framework; (2)analyzing the purpose of the policy and the law regarding school privatization, the school orientation towards being public or private, and the evaluation of schools, in order to make suggestions for policy modification and enhance the quality of policy-making; (3) exploring the models, current conditions, distinctive characteristics, problems, and development of school privatization, as well as understanding parents and teachers’ opinions about school privatization, the degree of their satisfaction with schools, and their viewpoint about students’ enrollment motivation, in order to show the key points of the Commissioning the Operation of the Public Elementary and Secondary Schools to Private Sector Act, and to provide suggestions for the formulation of the policy. The research, by adopting methods of documentary analysis, interview, and questionnaire survey, probes into the three dimensions of theory, policy, and implementation of school privatization. The research reviews and analyzes 26 theses and related literature. In addition, interviews were done with 17 pertinent persons, including (1)principles, teachers, and parents of the three privatized schools-- the Seedling Elementary School, the Jen-Wen Elementary School, and the Waldorf Junior High and Elementary School, and also staffs of schools preparing for privatization, (2)experts, and (3)administrative officials of Yilan and Taipei County government. Moreover, a questionnaire survey was conducted with a self-designed “Questionnaire on Policy and Implementation of School Privatization in Taiwan” among teachers and parents of the three schools mentioned above. 200 parents of the total 484 parents responded the questionnaire, for a response rate of 41.32%. Of the total 41 teachers, 10 teachers with their children studying in these three schools were excluded from the survey. Of the 31 teachers given the questionnaire, 9 responded, for a response rate of 29.03%. The result of the questionnaire survey is concluded through a series of statistical analysis, including descriptive statistics, ANOVA, MANOVA, and Scheffĕ method. Finally, this research draws conclusions and proposes suggestions according to the result of documentary analysis, interviews, and the questionnaire survey. Keywords: school privatization, privatized school, educational policy

本研究旨在瞭解國民小學校長運用品牌領導與學校創新經營關係之指標、內涵與現況，並 且探討與預測其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，實地訪談五位在現 場服務之國民小學校長，並依據教育部編製之九十七年度國民小學名錄中抽樣二十三縣市之公 私立國民小學，回收情形為預試問卷調查80 位國民小學校長，正式問卷269 位國民小學校長， 驗證問卷121 位國民小學校長，共抽樣700 位國民小學校長，總共回收470 份調查問卷，有效 問卷470 份，以分析現況、驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發 現如下： 一、 國民小學校長運用品牌領導與學校創新經營關係的指標、內涵及其現況 （一） 國民小學校長運用品牌領導包括「學校品牌領導架構與流程」、「學校品牌識別與定位」 與「校長實施品牌領導的計畫」三個向度；除分向度「校長實施品牌領導的計畫」向 度得分為高程度外，整體與其他二個分向度得分均為中高，其中以「校長實施品牌領 導的計畫」得分最高。 （二） 國民小學校長之學校創新經營包括「行政管理創新」、「教學專業創新」、「知識管理創 新」、「公共關係創新」、「資訊科技創新」，以及「學校建築創新」六個向度；除「學校 建築創新」向度得分為中高程度，整體與其他向度得分皆為高程度，其中以「公共關 係創新」得分最高。 二、 不同背景變項在國民小學校長運用品牌領導與學校創新經營之差異情形 （一） 不同背景變項在國民小學校長運用品牌領導的得分方面：研究發現在性別、總服務年 資、學校所在區域有顯著差異。 （二） 不同背景變項在國民小學校長之學校創新經營的得分方面：研究發現在性別、總服務 年資有顯著差異。 三、 國民小學校長運用品牌領導與學校創新經營之相關情形 整體國民小學校長運用品牌領導與國民小學校長之學校創新經營間呈顯著中度正相關，國 民小學校長之學校創新經營各分向度中，以行政管理創新與國民小學校長運用品牌領導總量表 之相關程度最高。 四、 國民小學校長運用品牌領導各向度對國民小學校長之學校創新經營的預測情形 國民小學校長運用品牌領導之學校品牌領導架構與流程、學校品牌識別與定位與校長實施 品牌領導的計畫變項對整體國民小學校長之學校創新經營有顯著的預測力。 五、 國民小學校長運用品牌領導各向度對國民小學校長之學校創新經營的互動模式各項適 配度指標良好 上游潛在變項「國民小學校長運用品牌領導」對下游潛在變項「國民小學校長之學校創新 經營」具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、國民小學校長們以及 後續研究參考。 / The main purpose of this study is to investigate the relationship of the elementary school principals utilizing the brand leadership and the school innovative management. This study included literature analysis, interview, and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the brand leadership and school innovative management. The purpose of interviewing 5 experts was aimed to get more opinion and information about school brand leadership and school innovative management. Based on arranging related theory, document, and opinion, researcher made the questionnaires of this study. The subjects of the questionnaire included the principals of elementary school in 23 cities and counties of Taiwan. The data of this study was analyzed 470 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of the principals of elementary school utilizing the brand leadership a. The school brand leadership includes three parts, which are (1) the structure and process of school brand leadership, (2) recognizing and stating school brand, (3) principals utilize the plans of brand leadership. Except for the perception of “principals utilize the plans of brand leadership” was high degree of these three parts, other aspects were above average. For all, the best dimension is “principals utilize the plans of brand leadership”. b. Principals’ sexual, total years of servicing, and school site have significant influences on school brand leadership. B. In the aspect of the principals of elementary school operating the school innovative management a. The school innovative management includes six parts, which are (1) the innovation of administration and management, (2) the innovation of professional teaching, (3) the innovation of knowledge management, (4) the innovation of public relationship, (5) the innovation of information technology, (6) the innovation of school building and facilities. Except for the perception of “the innovation of school building and facilities” was above average, other aspects were high degree. For all, the best dimension is “the innovation of public relationship”. b. Principals’ sexual, total years of servicing have significant influences on school innovative management. C. In the aspect of the relationship between the principals of elementary school utilizing the brand leadership and school innovative management a. There was positive correlation and regression existed among the principals of elementary school utilizing brand leadership and school innovative management. b. The principals of elementary school utilizing brand leadership did promote school innovative management. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of elementary school, hoping to benefit the improvement and development of education of elementary school in the future.

本研究旨在探討臺北縣國民小學學校創新經營實施情況與成效，並分析不同背景變項下，學校創新經營策略運作及實施成效之差異情形，進而瞭解推動學校創新經營的動機、影響學校創新經營之因素與實施學校創新經營遭遇之困難，最後分析學校在推行創新經營所採取之策略，並依結果提出相關建議。 為達上述目的，本研究採用問卷調查法，以「臺北縣國民小學學校創新經營策略之調查問卷」為研究工具，針對2006到2008年InnoSchool獲獎之臺北縣國民小學教育人員為問卷調查研究對象，共寄發出430份問卷，回收有效問卷共347份進行統計分析。此外，亦採取專家訪談法，以「臺北縣國民小學學校創新經營策略之研究」訪談大綱為研究工具，針對2006到2008年InnoSchool獲獎之臺北縣國民小學校長為研究對象進行訪談，共計26位校長，以深入瞭解學校創新經營所運用之策略。 綜合文獻探討與研究結果之發現，歸納可得研究結論如下： 一、臺北縣國民小學學校創新經營策略運作情況屬於良好程度。 二、臺北縣國民小學學校創新經營實施成效屬於良好程度。 三、臺北縣國民小學教育人員在學校創新經營策略運作表現情況，會因性別、學歷、參與方案與否、現任職務的不同而有所差異；在不同服務年資與年齡的教育人員中，其意見頗為一致。 四、臺北縣國民小學教育人員在學校創新經營實施成效知覺程度，因性別、學歷、參與方案與否、現任職務的不同而有所差異；在不同服務年資與年齡的教育人員中，其意見頗為一致。 五、臺北縣國民小學教育人員在學校創新經營策略運作表現情況，會因學校類型、學校歷史、學校位置的不同而有所差異；在不同學校規模的教育人員中，其意見頗為一致。 六、臺北縣國民小學教育人員在學校創新經營實施成效知覺程度，因學校歷史、學校位置有所差異；在不同學校類型與學校規模的教育人員中，其意見頗為一致。 七、促使臺北縣國民小學實施創新經營的動機，以提升學校競爭力為最多。 八、影響臺北縣國民小學實施創新經營的最大因素為校長領導。 九、臺北縣國民小學學校創新經營之最大困難為時間不足、成員參與意願低落及後續經營支援不足。 十、學校運用藍海策略的行動架構時，以消除校園閒置及不適宜空間為最多。 十一、學校運用藍海策略的行動架構時，以降低人員負擔為最多。 十二、學校運用藍海策略的行動架構時，以提升人力為最多。 十三、學校運用藍海策略的行動架構時，以創造學生多元能力為最多。 最後，本研究針對教育行政主管機關、學校與未來研究提出下列建議： 一、教育行政主管機關 （一）可持續推動學校創新經營之競賽與方案。 （二）可持續推動相關政策，以提供學校所須之資源。 二、學校 （一）應持續推動創新經營，並採取適當之策略。 （二）可採取藍海策略的行動架構，以協助學校推動創新經營。 （三）宜提供充裕的時間發展創新，並提升教師參與的意願，以延續學校創新經營。 （四）校長應採取有效的領導方式，以促進學校創新經營的推動。 （五）推動學校創新經營宜以校園環境空間為思考點。 （六）推動學校創新經營應重視人力的提升與素質的培養。 三、未來研究 （一）可擴大研究對象進行調查。 （二）可進一步探討學校創新經營策略運用的成效。 / This research was aimed to investigate the current situations and the effects on school innovation management in Taipei County’s elementary schools, and to analyze the differences between school innovation management strategies and effects in personal variables and school environmental variables. Moreover, the purposes of the research were to understand the motives, influencing factors and the difficulties in school innovation management, and to explore the strategies school adopted during the school innovation management. In order to achieve the purposes of the research, the methods for the research were questionnaire survey and interview. “The questionnaire of school innovation management strategies in Taipei County’s elementary schools” was developed as the research instrument. The samples contained 430 faculties from the InnoSchools in Taipei County from 2006 to 2008. Among them, 347 valid samples were finally collected to be analyzed through the statistical techniques. Furthermore, “The interview outline of school innovation management strategies in Taipei County’s elementary schools” was developed as the research instrument to profoundly examine the school innovation management strategies. The respondents were 26 principals from the InnoSchools in Taipei County from 2006 to 2008. According to the findings of the research, these conclusions were summarized below: 1. The current conditions of school innovation management strategies were good. 2. The current effects of school innovation management were good. 3. The conditions of school innovation management strategies varied significantly from different genders, degrees and positions. Also, participating in InnoSchool or not affected the conditions of school innovation management strategies. But among the faculties from different seniorities and ages, their views on school innovation management strategies were similar. 4. The awareness of effects on school innovation management varied significantly from different genders, degrees and positions. Also, participating in InnoSchool or not affected the awareness of effects on school innovation management strategies. But among the faculties from different seniorities and ages, their views on the effects on school innovation management were similar. 5. The conditions of school innovation management strategies varied significantly from different school types, history and locations. But among the faculties from different school scales, their views on school innovation management strategies were similar. 6. The awareness of effects on school innovation management varied significantly from different school history and locations. But among the faculties from different school types and scales, their views on the effects on school innovation management were similar. 7. The highly motives of school innovation management was to enhance the competitiveness of the school. 8. The key influencing factor in school innovation management was principal’s leadership. 9. The key difficulties in school innovation management were short of time, the willingness of members and the following support. 10. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to eliminate vacant space and inappropriate school environment. 11. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to reduce the staffs’ burden. 12. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to raise human resources. 13. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to create students’ multiple abilities. In the end, based on the findings and conclusions of the research, some suggestions were given as below: 1. Suggestions to the educational institutes (1) Promote school innovation management competitions and programs continuously. (2) Promote sustainable policies to provide the resources schools need. 2. Suggestions to schools (1) Promote school innovation management continuously and to take appropriate strategy. (2) Take four action framework of Blue Ocean Strategy to assist schools in promoting the innovative management. (3) Wish to provide sufficient time to develop innovation and enhance the willingness of teachers to participate in order to extend the innovative management. (4) Principals should take effective leadership in order to facilitate the promotion of school innovation management. (5) Carrying out school innovation management should focus on the school environment. (6) School should pay attention to upgrading and training the quality of members. 3. Suggestions to subsequent research (1) The further research may increase the sample numbers to make the results of the research more deducible. (2) The further research can further explore the effectiveness of school innovation management strategies.

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。