本研究旨在瞭解臺北市國民中學實施學校本位管理的現況及其成效。並據以提出結論與建議，期能做為學校本位管理實施之參考。具體目的有六：一、瞭解台北市國民中學學校本位管理運作現況。二、評估台北市國民中學學校本位管理實施成效。三、比較不同背景變項下國中教師對學校本位管理實施成效看法的差異。四、探討學校本位管理運作情形與實施成效之相關。五、探討學校本位管理運作各向度對實施成效的解釋力。六、分析臺北市國中學校本位管理實施現況與成效後，提出改革建議。 為達上述之目的，本研究首先探討學校本位管理的意涵和理論，其次分析學校本位管理之運作類型、範疇及成員角色職責，最後探討學校本位管理實施情形與成效之相關研究。經由上述之探討與分析，作為本研究之理論基礎，並據以自編「臺北市學校本位管理實施成效」之問卷調查。本研究以台北市公、私立國民中學教師、組長、主任及校長為調查對象，採取分層隨機取樣，共抽取30 所國中，回收有效問卷為446 份，分別以平均數與標準差分析、T考驗、Pearson 積差相關、單因子變異數分析及多元逐步迴歸等統計方法進行分析。 本研究經由統計分析獲得下列幾項主要的研究發現： 壹、臺北市國民中學學校本位管理運作大致符合自主程度 貳、不同背景變項的教師對於學校本位管理運作知覺有顯著差異 一、資深教師對於整體學校本位管理、校務層面及人事層面有較高的知覺程度。 二、國中主任在整體學校本位管理、校務層面、人事層面、課程與教學層面的知覺程度高於導師及專任教師。 三、公立國中的教師在校務層面的知覺程度高於私立國中的教師；私立國中的教師在經費層面的知覺程度高於公立國中的教師。 參、臺北市國中學校本位管理實施成效達到中上程度 肆、不同背景變項的教師對於學校本位管理實施成效知覺有顯著差異 一、資深教師在整體實施成效、行政效能及組織氣候方面的知覺程度顯著高於資淺教師。 二、國中主任在整體實施成效、行政效能、組織氣候及學業表現方面知覺程度高於導師及專任教師；國中校長在教學專業成長方面知覺程度高於導師及專任教師；國中組長在家長參與方面知覺程度顯著高於導師及專任教師。 三、學歷為研究所以上的國中教師在組織氣候方面的知覺程度顯著高於大學畢業的國中教師。 四、私立國中的教師在學業表現方面的知覺程度顯著高於公立國中的教師。 五、學校規模25-59班的國中教師在整體實施成效、學業表現及家長參與方面高於學校規模13-24班的國中教師。 伍、學校本位管理運作與實施成效呈正相關。 陸、學校本位管理各層面能有效預測整體實施成效。 本研究最後根據研究發現提出數項建議，供教育行政機關、國民中學、國中教師及未來相關研究之參考。 / The main purpose of this study was to discuss the practice and effects of school-base management in junior high school, and according to the study, this study made a conclusion and suggestions. There are six purposes: First, understand the present condition of school-base management in junior high school. Second, evaluate the effects of school-base management in junior high school. Third, compare to the opinions differences from different background variation about the practice and effects of school-base management. Forth, explore the correlations between the operations of school-base management. Fifth, confer the four administrative levels of SBM forecast its effects. Sixth, after analyzed the present condition and effect of school-base management, this study made suggestions to improve. To achieve the main purposes mention above, this study explored the meaning and theory of school-base management. And then, analyzed the category and the responsibilities of every members of the school-base management. Finally, this study explored the relative studies of school-base management. This study took the explorations and analyses as the foundation of the theory. ”Questionnaire of the practice and effect of school-base management” was developed for research. The examine samples involve principals, directors, chiefs and teachers of the public and private junior high schools in the Taipei city, there were 446 effective samples from 30 junior high schools. The statistics method was average, standard, percentile, t-test and one-way ANOVA. According to the statistics conclusions, the findings of this study are summarized as follow: 1. The results show that school-base management has been executed well in the junior high school. 2. Educational personnel’s opinions toward the execution of school-base management are very different from different background. 3.The effects of school-base management are fine. 4.Educational personnel’s opinions toward the effect of school-base management are very different from different background. 5.Highly positive correlations are proven between the practice and effects of school-base management. 6. School-base management can anticipate the effect. According to the finding, this study made several suggestions to provide the educational administrations, junior high schools, junior high schools’ teachers and the relative studies for reference.

本研究旨在探討國民中學學校本位管理與教師參與行政決定之關係，以作為教育主管機關及學校單位提昇學校本位管理及教師參與行政決定之參考。研究方法以問卷調查法為主，半結構式訪談法為輔，研究調查對象為桃園縣公立國民中學教師，研究工具為「國民中學學校本位管理與教師參與行政決定之調查問卷」，回收362份，回收率94.8％，無效問卷6份，有效問卷共356份有效回收率為93.2％。為進一步深入了解桃園縣國民中學學校本位管理與教師參與行政決定之關係，以立意取樣為原則，訪談資深校長、主任，以及教師共9位。 依據研究資料分析，獲得以下結論： 1.桃園縣國民中學教師知覺學校本位管理現況，在整體表現上屬良好程度。各層面以課程與教學最高、其次為人事選用與管理、校務行政運作，經費分配與運用最後。 2.桃園縣國民中學教師知覺教師參與行政決定現況，在整體表現上屬良好程度。各層面以教師教學與行政最高、其次依序為學生訓導與管理、人事管理與考評、學生輔導與計劃，最後為事務管理與規劃。 3.教師性別、年齡、最高學歷，以及校長性別，對學校本位管理整體及各層面，無顯著差異。 4.學校本位管理整體表現上，因教師現任職務、曾經擔任行政職務與校齡，而有顯著差異。對各層面上有顯著差異者，分別為（1）校務行政運作：教師本校年資、現任職務、曾經擔任行政職務、學校規模與校齡。（2）課程與教學：教師本校年資與曾經擔任行政職務。（3）人事選用與管理：教師現任職務、曾經擔任行政職務、校長性別與校齡。（4）經費分配與運用：教師現任職務、曾經擔任行政職務與校齡。 5.教師性別與年齡，對教師參與行政決定整體及各層面，無顯著差異。 6.對教師參與行政決定各層面上有顯著差異者，分別為（1）教師教學與行政：教師現任職務、曾經擔任行政職務、學校規模與校齡。（2）學生訓導與管理：教師現任職務、曾經擔任行政職務與校齡。（3）學生輔導與計畫：教師現任職務、曾經擔任行政職務、學校規模與校齡。（4）事務管理與規劃:教師本校年資、現任職務、曾經擔任行政職務、學校規模與校齡等背景變項，有顯著差異。（5）人事管理與考評：教師最高學歷、本校年資、現任職務、曾經擔任行政職務、學校規模與校齡。 7.桃園縣國民中學學校本位管理與教師參與行政決定之相關，達顯著正向相關。 8.學校本位管理各層面對整體教師參與行政決定，具有預測力的變項共有三個，依序是人事選用與管理、校務行政運作、經費分配與運用，整體教師參與行政決定的總解釋變異量為55.6％。 9.學校本位管理對教師參與行政決定的預測能力相當良好，在各層面及整體上，除「事務管理與規劃」外，皆以人事選用與管理之預測能力最高，且其個別之解釋變異量均在31.8％以上。 根據研究結果提出下列幾點建議，以供教育行政機關、國民中學校長、相關教育人員，以及未來相關研究之參考。 1.善用學校自主權，落實學校本位管理。 2.落實學校本位管理有助於增進教師參與行政決定。 3.適度增進教師對學校相關經費預算分配與運用的參與。 4.擴大教師參與事務管理與規劃相關工作。 5.鼓勵教師參與學校行政工作。 6.適度減輕導師工作負擔，促進參與行政決定。 7.重視老舊學校組織變革之推展。 / In this study, junior high school-based management and the relationship between teacher participation in administrative decisions, as education authorities and schools to enhance school-based management unit and a reference for teachers to participate in administrative decisions. Research method was a survey-based, semi-structured interviews, giving the survey was conducted in Taoyuan County public elementary school teachers, the research tool for the "junior high school-based management and teachers to participate in administrative decision questionnaire", recovery 362 recovery of 94.8%, 6 were invalid questionnaires, a total of 356 valid questionnaires rate was 93.2%. To further understand the Taoyuan County middle school teachers to participate in school-based management and the relationship between administrative decisions, the principle of purposive sampling, interviews with experienced principals, and teachers a total of nine. Based on the data analysis, the following conclusions: 1. Taoyuan County Junior High School teachers perceived the status of school-based management, the overall level of performance is good. Curriculum and instruction at all levels to the highest, followed by personnel selection and management, school administration operation and application of the final allocation of funds. 2. Taoyuan County Junior High School teachers perceived status of teachers to participate in administrative decisions; the overall level of performance is good. To teachers at all levels of teaching and administrative highest, followed by student discipline and management, personnel management and evaluation, student counseling and planning, and finally for the Management and Planning. 3. Teacher sex, age, educational background, and the principals of gender, on various aspects of school-based management as a whole, no significant difference. 4. School-based management of the overall performance, due to the current position of teachers, who served as executive positions with the school age, but there are significant differences. There were significant differences on various levels who were (1) The operation of school administration: school teachers, seniority, and current position, served as administrative duties, school size and school age. (2) Curriculum and Instruction: Teacher school years and served as administrative duties. (3) Personnel selection and management: current posts of teachers had administrative duties, the principal gender and school age. (4) The allocation of funds and use: teachers current position, served as executive positions with the school age. 5. Teacher sex and age, on the teachers to participate in administrative decisions and the level of the whole, no significant difference. 6. On the teachers to participate in administrative decisions were significant differences in the surface layers, respectively (1) Teaching and administration: current posts of teachers had administrative duties, school size and school age. (2) The student discipline and management: current posts of teachers had executive positions with the school age. (3) Student guidance and planning: current posts of teachers had administrative duties, school size and school age. (4) Management and Planning: Teacher school years, the current position, served as administrative functions, such as school size and school background variables age, there are significant differences. (5) Personnel management and evaluation: the highest academic qualifications of teachers, school years, the current position, served as administrative duties, school size and school age. 7. Taoyuan County Junior High School teachers to participate in school-based management and related administrative decisions, reaching a significant positive correlation. 8. School-based teachers to participate in the overall management of the face layers of administrative decisions, predict a total of three variables, order of the personnel selection and management, school administration operations, funds allocation and utilization, overall teachers to participate in the general interpretation of administrative decisions variance of 55.6%. 9. School-based management of administrative decisions on the teachers to participate in very good predictive ability, at all levels and on the whole, except "Service management and planning", the tailor of personnel selection and management of the forecasting ability of the highest and the interpretation of individual variance 31.8% were over. Based on the findings the following suggestions for educational administration, junior high school principals, related education personnel, and future research. 1. Good use of school autonomy, the implementation of school-based management. 2. To implement school-based management will help enhance teachers to participate in administrative decisions. 3. Moderate increase of teachers on school-related budget allocation and use of participation. 4. Expand the teachers involved in transaction management and planning related work. 5. To encourage teachers to participate in school administration. 6. Appropriate to reduce teacher workload, and promote participation in administrative decision. 7. Attention to the old school to promote organizational change.

國民中學實施教師專業評鑑制度之研究 摘 要 本研究旨在探討國民中學教師對於實施教師專業評鑑的意見，及相關配套措施差異性之看法，並進一步探究不同背景教師對於教育部規劃的教師專業評鑑制度有何看法上的差異。所研究之結果，希冀日後對於國民中學實施教師專業評鑑有所裨益。 為獲取國民中學教師對於實施教師專業評鑑之意見資料，本研究乃針對桃園縣、新竹縣市及苗栗縣等四縣市118所學校，寄發每校十二份問卷，合計寄發1328份問卷，回收有效問卷為997份。問卷回收後，以百分比及卡方（χ2）檢定考驗統計分析及處理相關資料，茲臚列重要研究結果如下： 一、在實施教師專業評鑑目的方面：國民中學教師對於教師專業評鑑之目的，以勾選形成性之評鑑目的最多，其中有六成以上教師勾選「協助教師改進教學方法」、「提供教師瞭解專業發展方向」及「樹立教師專業形象」三項；另外有四成以上教師勾選「作為處理教師在職進修之參考依據」、「建立教師生涯發展目標」及「處理不適任教師」等。 二、在實施教師專業評鑑原則方面：國民中學教師認為評鑑的原則應該把握下列原則：（一）評鑑目的要明確；（二）評鑑制度要健全；（三）評鑑過程要公開；（四）評鑑方式要多元；（五）評鑑結果要善用等。 三、在實施教師專業評鑑方式方面：（一）就評鑑人員而言，國民中學教師最能接受的評鑑方式依序是「教師自我評鑑」、「教師同儕評鑑」及「校內評鑑小組評鑑」；較不能接受非教育專業人員的評鑑。（二）就蒐集評鑑教師資料而言，國民中學教師最樂意接受「觀察教師教學及班級經營」，其餘依次是「檢視教師行政配合、獎懲、品德、勤惰及進修等文件紀錄」、「瞭解學生的學習成就」、「檢閱教師的教學檔案」、「查核教師自我評鑑資料」、及「審查批改學生作業情形」等。就實務面來說，唯有多元化蒐集評鑑資料，才能達到評鑑的客觀性。（三）就評鑑教師資料的處理方式而言，國民中學教師對於實施教師專業評鑑之後，提醒教師缺點的方式中，以「書面通知」及「面談」較受歡迎；而較不能接受以「不予通知只做年終總結性評鑑參考」及「公佈週知教師」的處理方式。（四）就評鑑教師的時機而言，國民中學教師對於實施教師專業評鑑較傾向於形成性的教師評鑑；均期待能透過評鑑之方式，以協助教師隨時改進教學方法，並促進教師專業成長。 四、在教師專業評鑑指標方面：國民中學教師認為評鑑指標的訂定，最符合學校需求的人員依序是「全校教師」、「學校各學習領域教師代表」及「學校行政人員」等；而指標的配分比例依序是「教學實務表現」佔20﹪，「訓導輔導表現」佔20﹪，「品德操守表現」佔20﹪，「專業成長表現」佔20﹪，「人際關係表現」佔10﹪，「行政紀錄表現」佔10﹪。 五、在教師專業評鑑結果的運用方面：國民中學教師對於評鑑優良教師的獎勵方式，其意向之優先順序是「給予獎金、晉俸、或年功俸之獎勵」、「給予嘉獎或獎章」、「給予休假機會」及「給予進修機會」等；而對於表現欠佳教師的處理方式，則認同之意向依序是「提供改進意見，限期實施複評」、「強制參加專業進修」及「留原俸級」等。 六、對於教育部規劃中的教師專業評鑑制度之看法方面：（一）國民中學有七成以上教師認為所有教師應該接受評鑑；然而就「以教師評鑑取代現行教職員考核方法」的贊成百分比例而言，校長群有85.7﹪贊成，教師兼行政人員有69.3﹪表示同意，至於一般教師則有52.7﹪表示認同；可見目前考核教師的辦法有待檢討修訂。（二）國民中學有七成以上教師贊成「教師只要通過教師評鑑就可以晉薪一級，並領取一個月薪給總額百分之九十至九十五的獎金」；至於「將全校教師一個月薪給總額的百分之五至十作為評鑑表現優異教師的獎金」方面，只有五成以上的教師認同；可見國中教師對於獎金發給之意見尚不一致，有待溝通建立共識。（三）國民中學約有七成左右教師對於「教師之晉薪與獎金之發給，乃依據教師評鑑結果而分開處理」表示認同；至於限制晉薪或獎金人數比例，則有七成以上教師非常反對；可見國中教師對於考核限制人數持不同看法。 七、不同背景教師對於實施教師專業評鑑制度相關配套措施之議題，多數呈現顯著差異之看法。 八、國民中學教師對於實施教師專業評鑑的作法，有七成以上教師認同能執行，唯對於評鑑的配套措施更殷切企盼能訂定健全的制度。因此，願教育界前輩除了能對後學的研究及建議加以斧正外，並祈能就此議題繼續探究以貢獻卓見。 關鍵詞：教師專業評鑑、教師成績考核、學校本位管理、教師專業評鑑指標、教師分級制、績優給付制、國民中學 / A Study on the Practice of Teacher Performance Evaluation of Junior High Schools ABSTRACT The purpose of this study was to explore the junior high school teachers’ opinions about teacher evaluation as well as the supporting measures. It would further look into the discrepancies on the viewpoints of the Teacher Performance Evaluation System being mapped out by the Ministry of Education. The findings and results so yielded are to benefit future teacher evaluation in junior high schools. In order to hear junior high school teachers’ voices on the teacher evaluation, the study handed out a total of 1,328 copies of twelve questionnaires to 118 schools in Taoyuan County and Hsinchu County. A total of 997 copies successfully were collected and processed by means of percentage and Chi-square Test (x2). The major findings were listed below : 1. In the aspect of the enforcement of the teachers performance evaluation: In the purposes of the teachers performance evaluation in junior high schools, as appraised through checkmarks, over 60% of the respondents ticked three items, i.e., “helping teachers upgrade the teaching methods”, “providing sound orientations for teachers to make sure of the specialized development” and “building up the professional image of teachers”. Besides, over 40% of the teachers ticked “providing grounds to teachers in their on-the-job education”, “setting up goals of career development for both faculty and students” and “settling problems of incompetent teachers”. 2. In the aspect of the principles of enforcement of teachers performance evaluation: The junior high school teachers believed that the evaluation should firmly hold the following principles:(1) Definite and express objectives of evaluation; (2) Sound and wholesome evaluation systems; (3) Open evaluation process; (4) Multifaceted evaluation methods; (5) Maximum possible uses of the evaluation results. 3. In the aspect of the methods for enforcement in the teachers performance evaluation: (1) In terms of assessing personnel, the evaluation methods most acceptable to junior high school teachers are: “evaluation by teachers themselves”, “evaluation by peers themselves” and “evaluation by in-school evaluation task forces” in that order; and the less acceptable one is evaluation by non-educators. (2) In terms of data collection, the best acceptable one is “observation of teachers’ teaching and class management”, followed by “inspecting teachers’ coordination in administration, awards & punishment, conduct, attendance and higher education”; “looking into students’ achievement in learning”, “looking into teachers’ teaching archives”, “checking teachers’ self-evaluation files” and “review of teachers’ marking & correction on students’ homework”. In practice, only the multifaceted collection of evaluation will make possible detached and neutral evaluation. (3) In processing of evaluation over teachers, the junior high school teachers, after enforcement of the teacher performance evaluation, among those methods to remind teachers of shortcomings, “documented notices” and “interviews” are more popular. Those unpopular ones include notably “no notice, used for reference in the year-end conclusive evaluation only”, “keeping teachers informed through public announcement”. (4) In terms of evaluation timing, junior high school teachers are more inclined to formality evaluation over teachers in the hope to help teachers enhance the teaching methods and to boost expertise to grow. 4. In terms of the indices in teachers performance evaluation: In the evaluation indices in the mind of junior high school teachers, the best meeting school needs are “entire faculty”, “leading representatives of teachers in various fields” and “administrative staff at schools”. The indices are in such ratios of “performance of practical teaching” 20%; “discipline guidance” 20%; “performance in conduct” 20%; “performance in expertise growth” 20%, “performance in interpersonal relationships” 10%; “performance in administrative records” 10%. 5. Utilization of the results yielded in teachers performance evaluation: As to the methods to award outstanding teachers, the junior high school teachers responded with the view in such priority order: “encouragement of incentive, advance or annual award”, “conferment of citations or medals”, “chances for vacation days”, “chances for higher education”. Toward teachers of unsatisfactory performance, the preferred measures include “offering advice and rechecking within the specified time limit”; “compulsory higher training” and “no-raise”. 6. Viewpoints about the schoolteacher evaluation system being mapped out by the Ministry of Education: (1) In junior high schools, over 70% of the teachers uphold that teachers should receive evaluation. Over the idea of “taking schoolteacher evaluation instead of the current evaluation method”, 85.7% of school principals said yes, 69.3% of administrative staff & faculty said yes while 52.7% of general teachers backed the idea. Such results suggest that the current evaluation or rating systems leave much room to reassess. (2) In junior high schools, over 70% of the teachers back the idea that “teachers should be upgraded by one degree plus incentive at 90~95% of one month’s salary as long as they successfully pass evaluation”; only over 50% of them backed the idea of “taking 5%~10% of the payroll of the entire faculty of the school as an incentive to outstanding teachers” These findings suggest that junior high school teachers are still in discrepancies in terms of incentives to teachers. (3) In junior high schools, approximately 70% of the teachers back that “teachers should receive salaries and incentives only based on the results of evaluation over teachers but over 70% of them objected to the idea of restricting the quotas for advancement or incentives”. These factors found in the questionnaire survey suggest that junior high school teachers have discrepancies in terms of negative measures against teachers on the grounds of evaluation results. 7. Over the supporting measures related to teacher evaluation on good performances, teachers of different backgrounds showed significant discrepancies in the responses. 8. Over the teachers performance evaluation of junior high schools, over 70% of the teachers agreed and hoped that the evaluation would be put into enforcement. They further expect to see wholesome systems about the coordinating measures. It is, therefore, hoped that those veteran and senior educators would kindly offer advice and comments with continuing studies on these issues. Key words: Teachers performance evaluation; performance rating for teachers; school-based management; indicators of teachers performance evaluation; Career ladder program of teacher ; merit-pay for outstanding performance, junior high schools.