隨著實驗教育三法的通過，公立學校發展實驗教育的新型態─「學校型態實驗教育」為偏鄉學校提供另類轉型的契機與出路。在《學校型態實驗教育實施條例》中，明文規定辦理此類實驗教育之學校可針對學校部分校務行政事項進行實驗，不受一般教育法規的限制。本研究旨在探討原本在面臨困境的臺灣公立偏鄉小學，在辦理實驗教育後在校務行政的運作有何實際的轉變與改進，並藉此了解學校型態實驗教育政策的內涵。 本研究透過深度訪談及田野調查之質性研究方法，探究偏鄉小學辦理學校型態實驗教育之校務行政變革與挑戰，得到的研究結論如下：（一）主管機關針對學校型態實驗教育政策無明確發展之目標；（二）辦理學校型態實驗教育之偏鄉小學行政業務量整體而言不減反增；（三）偏鄉小學部分行政業務並沒有因為辦理實驗教育而得到彈性發展的空間；（四）偏鄉小學因辦理學校型態實驗教育逐漸活絡校內課程討論與教學經驗分享的氛圍；（五）學校行政人員與教師在使用特定理念的教學方法時，面臨許多實際面上執行的困境，與主管機關所期望之理想情況有落差；（六）家長不夠清楚實驗教育的內涵，容易對實驗教育抱有過高的期望。最後，針對這些上述歸納之研究結論，提出對於主管機關實施學校型態實驗教育政策以及未來學校型態實驗教育相關研究的建議。 / As the Three-type acts of experimental education passed, the new type of experimental education for public schools－" Enforcement Act for School-based Experimental Education" encourages rural schools to change and transform. In "Enforcement Act for School-based Experimental Education," the act also expressly indicates that some administrative affairs of these school-based experimental schools could be experimented, not confined to normal education legislation. The aim of this study was to explore how school administration of Taiwan public rural elementary schools, which originally faced with challenges, actually change and improve, and to understand the school-based experimental education policy. Qualitative research method including an in-depth interview and field work were adopted to collect the data and to investigate how school administration change and what challenges they face. The conclusion of this study are as follow: (a) the authorities have no clear developmental aim on school-based experimental education policy, (b) on the whole, the amount of administration affairs for school-based experimental schools isn't less than before, is much more than before, rather, (c) part of administration affairs still have no flexible room for development, (d) the atmosphere of curriculum discussion and teaching experience share become more active, (e) specified teaching method used by school administrators and teachers is practically difficult, and doesn't meet expectations of the authorities, (f) parents who don't clearly comprehend the content of experimental education, tend to highly overestimate it. Finally, suggestions are given to the authorities and future researchers to improve the school-based experimental education according to conclusions above.

本研究指在探討學校型態實驗教育學校之家長選擇權與學校滿意度，採用「學校型態實驗教育家長選擇權與學校滿意度之調查問卷」，以臺灣地區學校型態實驗教育學校之家長為研究對象，有效問卷共564份。資料回收以描述性統計、因素分析、項目分析、交叉分析、皮爾森積差相關、獨立樣本t考驗、單因子變異數分析、迴歸分析等統計方法進行分析，其研究結果如下： 一、 學校型態實驗教育學校之家長的入學資訊來源重要性依序為親身觀察學校、依孩子學習狀況與取向共同討論、學校辦理實驗教育情形、參與該校活動等為主要參考訊息。 二、 家長選擇權首重為學習與適應，接著為教育專業及行政與環境。 三、 家長對學校滿意高低依序為教師教學與學生表現、行政服務與家長參與。 四、 不同教育程度、家庭收入、職業、學區、是否為轉學生的學校型態實驗教育家長，在家長選擇權的知覺上有差異。 五、 不同教育程度、家庭收入、職業、學區的學校型態實驗教育家長，在對學校滿意度的態度上有差異。 六、 學校型態實驗教育的家長在家長選擇權與對學校滿意度具有高度正相關。 七、 學校型態實驗教育學校的家長在家長選擇權對學校滿意度具有預測力。 根據研究結果，對學校型態實驗教育之實務、規劃、未來研究提出相關建議。 / The purpose of this research was to understand a study of school choice and satisfaction survey of school-based experimental education. “Questionnaire of school choice and satisfaction survey of school-based experimental education” was delivered to the parents, whose children were studied in of school-based experimental education in Taiwan. There were 564 valied questionnaires. Statistical techniques used to analyze the collected data are descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation and multiple regression analysis methods. The results were as follows: 1. As to admission information, parents put an emphasis on four factors, the degree in order is: personal observation, according to the child learning situation and orientation to discuss, view on school-based experimental, participate in school activities. 2. As to school choice, the degree in order is: student learning and adaptation, school education concept and teacher 's teaching, school administration and parental communication and environmental equipment. 3. As to satisfaction survey of school-based experimental education, in descending order is: teachers' teaching and student learning, school administration and parent-teacher communication. 4. Parents with different background showed significant differences on decision making for choosing school. 5. Parents with different background showed significant differences on school satisfaction. 6. There was significant canonical correlation between decision making for choosing school and school satisfaction. 7. The choosing school variables can significantly predict the parent’s satisfaction of school. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

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.