本研究的目的在於針對個案公司進行外在環境與內在環境分析，據以認定當前的機會、威脅、優勢與劣勢，並發現其目前所面臨的問題。接著分析個案公司未來可行的策略方向，制定相關的根本策略、營運策略、組織與制策略、及重生策略，並提出長短期行動計劃。 　　本研究參考國內外相關理論和文獻後，將公司經營策略依內外在環境評估、策略制定與策略執行三方面加以擬訂。研究方法採取個案研究法，針對一家專業經紀商二十名主管進行深度訪談，每次的訪談進行為時約一小時，而整個實地訪談大約歷時二個月。 　　經過研究者的資料蒐集、整理與分析後，本研究的要點如下： 　　1. 經由外在分析可知個案公司面臨的機會包括：代客操作開放、理財行為日趨多元化及差異化、分公司設立標準放寬、證券市場國際化、承銷業務市場成長快速、店頭市場成長潛力大；但其同時面臨下列的威脅：競爭激烈、惡性價格競爭、替代品越來越多。 　　2. 經由內在分析可知個案公司的優勢包括：管理具彈性、完善經營理念、提升服務品質、相處和諧、經營穩健、內控明確；而劣勢為：公司議價力較小、知名度不足、業務範圍有限、獲利不穩定、專業能力待加強、缺乏基本面與市場資訊、開會無效率、升遷無門。 　　3. 依據上述的內外在分析，制定相關的根本策略、營運策略、組織與控制策略及重生策略。 　　4. 在證券業激烈競爭下，專業經紀商宜採用穩定策略固守經紀市場。 　　5. 採取穩定策略的專業經紀商宜藉由專業化與高水準服務的優勢，採取集中化的競爭策略，以法人客戶為目標市場。

「安全」與「流暢」為高速公路的最高指導原則，而高速公路屬「封閉型」特質，在道路拓寬有限，車輛成長無法有效控制，治安問題瞬息萬變及民眾守法精神有待提昇之情況下，如何就工程、執法、教育、環境等諸多相互交錯面向進行分析並對症下藥，使高速公路的功能回歸「安全」、「順暢」的真實面，乃各界所關切的重點。 「國道公路警察」可稱為高速公路交通「安全」與「流暢」的守護神，本研究以角色理論來檢視國道公路警察人員在高速公路安全管理中扮演何種角色，並以功能理論的觀點評析國道公路警察所具之功能為何，而警察行為與警察工作特性如何影響其專業化過程，有無展現其有別於一般交通警察的專業特性，這些問題引起筆者之研究興趣。 本次研究希望達成三項目的：一、瞭解國道公路警察在高速公路安全維護管理的角色定位為何？探討其發揮何種功能？藉以瞭解其未來取向及專業面；二、探討國道公路警察可否藉由專業化過程達到其專業角色與發揮專業功能；三、依據研究結果之建議，提供國道公路警察局相關交通專業措施與執法策略之參考，藉以有效達成其法定任務。 本研究以文獻分析法、深度訪談法及參與觀察法從多方角度及觀點加以探討，以國道公路警察局及國道公路警察隊 人員為訪談對象，並將訪談資料進行交叉分析。研究發現：國道公路警察的角色定位認知清楚、功能取向符合專業性、透過專業化形成能達到其專業角色與發揮專業功能、警察行為與工作特性確實影響專業化過程、藉由其專業角色與功能有效提出交通執法策略。在研究建議方面：落實專業化過程以發揮國道公路警察專業角色與功能，並提出交通專業措施或制度及交通警察執法策略之具體建議，企盼藉此研究結果能提供有關單位之參考，以期對我國高速公路安全維護管理有所助益。

本研究旨在了解1980 年代後不同時期的解放軍高階軍官團特徵變化，以及不同職級者間的差異。在中國大陸的黨國體制下，「黨指揮槍」的原則使解放軍除軍事專業外，仍有一定的政治色彩。本文從軍事專業主義的角度出發，從現有文獻中歸納出學歷與培訓、功績、職務歷練、任職與退休年齡等專業化特徵，以及籍貫、任職單位、個人關係、黨職與黨齡等非專業性特徵。整體而言，解放軍高階軍官在江澤民時期與胡錦濤時期的比較上，胡錦濤時期的高階軍官在專業化特徵的表現都較江澤民時期明顯。而在非專業性特徵部分，除籍貫分佈不均的現象在胡錦濤時期略有改善外，具高幹子弟或秘書經驗的高階軍官都較江澤民時期活躍。此外，若職級較低但具有重要黨職身分者，也可被視為是未來的明日之星。最後，本文指出影響軍官的專業性特徵的因素並非該軍官是否具有非專業性特徵，而可能是政工軍官與軍事軍官的差異。政工軍官與軍事軍官是否應建立不同的專業性特徵指標，可作為後續研究之目標。

近年來，基於國內整體投資環境與營建產業市場的瞬息萬變的影響，直接影響機電工程產業市場的活絡，甚至影響機電工程企業的經營，然由於機電工程產業的業務含蓋範層面甚廣，而且承攬所需的人力、專業技能更是廣泛，因此機電工程企業基於人力對企業的賡續營運有著密不可分的關係。為能有效的激發公司人員的向心力與潛力，建立良好且合理的工作考核評量制度，不僅僅是機電工程產業的企業的需求之外，更是國內各行各業的公司所亟需建立的制度。 有鑑於此，本研究考量以機電工程產業的個案公司為背景，蒐集K公司的員工工作考核評資料，經過資料的整理、校對、審核等處理程序，藉由適當的分析方法的導入，設計了K公司的人力資源關鍵行指標模型，並且將整體的研究發現進行敘述： 一、 工程部門之員工的管理仍須加強其專業技能的再訓練； 二、 在專業技能表現上，工程部門員工的考核較內勤部門員工為佳； 三、 工程部門與內勤部門的員工，其工作考核評分是無明顯的差異性存在； 四、 機電工程的員工工作考核的關鍵行為指標模型，可以透過「資經歷關鍵指標」及「專業行為關鍵指標」等指標予以衡量。 【關鍵字】關鍵行為指標、機電工程、專業技能

一國之「國力」含括經濟能力、政治能力、科技能力等，因應全球化與知識經濟的到來，科技能力受到國際的極高重視，而左右一個國家的科技能力的要素之一，即是一個國家創新人力資源的質與量。台灣目前最珍貴的資產，就是我們累積儲備了四、五十年的人才，這些人才為台灣創造傲人的經濟奇蹟。同樣地，經濟大幅衰退，企業營收遽減，要在困境中殺出重圍，還是要靠人才。 兩岸對於人才的延攬均相當重視，究竟兩岸在延攬人才政策有何不同乃為本研究主要動機。而本研究目的希望了解兩岸延攬產業人才政策及管理制度有何不同，以及我國引進外國專業人員來台成效為何。 本研究採文獻分析法及深度訪談法，對兩岸之相關延攬人才政策進行比較分析。經研究發現中國大陸在專業人才之延攬相較我國積極且有彈性，另近幾年我國在引進國外專業人才之作法也具有相當之成效。

臺灣在2014年生育率為全球第二低國家，部份私立中學也因少子化的嚴重衝擊，近二、三年來造成招生不足，教師面臨超額、資遣、流浪教師等壓力。因此，私立中學教師更應以主動積極的態度，參與各種學習活動，來促進知識管理及專業成長的智能，增進教師及學校競爭力。 　　本研究旨在瞭解中學教師的知識管理與教師專業成長之間的關係；研究者以私立景文高中的教師為例，透過教育現場的觀察、訪談、質性資料之蒐集和分析，探討中學教師對知識管理與專業成長的知覺與實施現況。 　　本研究發現：在知識管理方面，1.中學教師知識的取得包括教師個人的自我成長、學校計畫性的規劃學習及資訊科技平台的運用。2.知識儲存可以透過教師專業發展平台、電子資料庫等資訊設備，並規劃教師專業社群。3.知識的分享有大小規模之分，宜透過更多獎勵機制擴散。4.在知識應用方面，依照學生的素質、能力實施不同的教學方法與教學知識；透過觀課及議課活動，給予回饋。5.知識的創新則是引進資訊工具、參加專業社群，開創學校的教學特色等。 　　在專業成長方面: 1.學校如能規劃「校本教師專業成長計畫」，可以有效提升教師專業成長。2.課程設計與教學的知能包括教師能運用己身優質的教學專業知識和技能，設計活潑的新課程；積極使用各項資訊設備，並運用腦力激盪及團隊工作來創新課程。3.班級經營與輔導包括教師用心培養學生建立優質的常規、學習文化、和諧氣氛及帶著走的基本能力；透過師生互動，了解學生個性、性向、興趣與專長，發揮其潛能、發現其問題，並能予以適當的協助與指導。 　　知識管理是促進教師專業成長的重要方法，教師如能運用知識管理的方法，有系統地管理知識，充實專業知識內涵，增進教學經驗與智慧，將有助於促進教師專業成長。教師專業成長有助於知識管理的持續推動，一位高度專業成長的教師，對於知識的取得及應用，通常也較為嫻熟且得心應手。因此，知識管理與教師專業成長成為動態的循環關係。 　　最後建議： 1.建置工作小組以協助所有學校推動知識管理及教師專業成長工作；2.提供教師多元的進修及研習機會，滿足教師專業成長需求；3.透過獎勵或競賽的方式，培養樂於分享的份為氛圍。4.擴大圖書館成為「知識管理資料庫」及「教師專業成長教學資源中心」；5.中學教師應努力提昇個人的知識管理和教師專業成長之知能；運用知識管理的技能，來提昇教師專業成長的素養。 / Taiwan’s birth rate became the second lowest of all countries in the world in 2014. Due to the serious impact on such low birth rate, some private high schools have been facing the number shortage of recruit in the past three years. And thus, the private high school teachers have also suffered the jobless pressure. Therefore, the private high school teachers should more aggressively participate in various learning events to enhance the ability to knowledge management and professional growth, and furthermore to improve the competitiveness of teachers and schools. The purpose of this study is to understand the relationship between the teacher knowledge management and the teacher professional growth in high schools. Cooperating with the teachers in Taipei Jinwen High School, the author explores the current situation of the high school teachers’ ability to knowledge management and professional growth via the observation and interviews in classes and the analyzation of qualitative data. In the aspect of knowledge management, this study observes that (1) the knowledge acquiring of high school teachers includes teachers’ self-growth, schools’ organized learning plan, and the application of informative technology platform; (2) the knowledge storing can be through informative facilities like teacher professional growth platform, electronic database and teacher professional community; (3) the knowledge sharing has different scales, it’s better to have more award systems to diffuse knowledge; (4) as the aspect of knowledge applying, teachers should use different teaching methods and knowledge according to students different learning quality, and give feedback during class; (5) as the aspect of knowledge innovating, schools can be introduced to informative tools and teachers can participate in professional community to develop great characteristics of schools. In the aspect of professional growth, this study observes that (1) the teacher professional growth can be highly improved if schools can organize “teacher professional growth plan”; (2) course design and teaching ability include design interesting courses by teachers’ professional expertise and skills and innovate courses by brainstorming and teamwork; (3) class management and counseling include developing students’ learning routine, culture, and environment. Through interactive between teacher and students, teachers should understand each student’s characteristics, interests, and expertise and try to help students do their best. Teachers should also properly guide students when they need help. The knowledge management is an important method to enhance teacher professional growth. If teachers can apply the knowledge management method, manage their knowledge systematically, increase their professional knowledge, and accumulate teaching experience, their professional growth can be highly enhanced. The teacher professional growth contributes to continuous implementation of knowledge management. Teachers with highly professional growth usually can acquire and apply knowledge more efficiently. Therefore, knowledge management and teacher professional growth are the dynamically interactive circular cycle. Final suggestions of this study: (1) set work team to assist al schools to implement knowledge management and teacher professional growth; (2) provide teachers multiple various learning opportunities to satisfy the require of teacher professional growth; (3) via encouragement or competitions, create the friendly-sharing environment; (4) expand the school library function as a “knowledge management database” and as a “teacher professional growth resource center”; (5) high school teachers should improve the ability to personal knowledge management and teacher professional growth, and teachers should apply the ability to knowledge management to enhance the level of teacher professional growth.

本研究旨在探討國民中學校長的專業發展及其相關因素，主要的研究目的是了解國民中學校長專業發展影響因素、對專業發展重要性的看法和參與多樣化專業發展意願之間的關係，並提出我國國民中學校長專業發展改進與進一步研究的建議。 為達成研究的目的，本研究根據文獻探討結果，提出研究架構與假設，編製調查工具「國民中學校長專業發展情形調查問卷」進行預試，回收的有效問卷共134份，經由因素、信度分析刪題和文字潤飾後，問卷修正為「中學校長專業發展情形調查問卷」，隨後實施正式調查，共回收有效樣本問卷398份進行統計分析，開放填答的題項也加以歸類析述。 有效樣本經以描述統計、t考驗、單因子變異數分析、皮爾森積差相關、多 元迴歸分析等方法進行分析比較，獲得下列結論： 一、國中校長愈重視專業發展政策和目標，參與多樣化專業發展型態和主題的意願愈高。 二、適度的工作壓力對校長專業發展產生積極影響，但家庭壓力則有消極影響。 三、國中校長感受到的政府專業發展作為的積極性不足。 四、在專業認同度方面，年輕校長不如資深校長。在同儕之間的專業互動頻率方面，鄉鎮學校、資深、高齡和即將退休的校長，較城市學校、資淺、年輕和非近期退休的校長為低。 五、女性國中校長比男性國中校長具有較強的學習自信、較多的校長互動和較高的專業發展參與意願。 六、校長專業發展在不同年齡和年資上，呈現互有優勢的現象，即將退休的校長則有較多不利的情形。 七、心理問題的紓解和改善，是國中校長重視的專業發展目標。 八、校長對具有威脅性、會帶來強制措施的專業發展政策，會給予較低的重要性評比。 九、國中校長樂於參與多樣化的專業發展型態，非正式的參訪、研討、聽講，比體制化的調查、研究、發表，更受校長青睞。 十、國中校長樂於參與多樣化的專業發展主題，尤其是學校經營實務和當前教育改革有關的主題，但參與電腦科技、興趣培養和生活知能的意願較低。 根據研究結論，研究者對教育行政機關提出：設置專責單位或人員，規劃研擬積極的校長專業發展政策；透過法令、文件、方案或計劃，清楚而明確地表述國中校長專業發展目標等建議。對國中校長提出：廣泛成立校長同儕組織，積極轉化校長組織的功能，加強校長同儕互動學習；協力增進校長專業問題的發聲，求取校長與教師專業發展機會的平衡等建議。對未來的研究，提出：分析國中校長同儕組織的成立及其在專業發展的功能、問題和影響；進行各國國家層級或地方層級的校長專業發展制度比較等建議。 / Professional Development of Junior High School Principals and Its Factors The purpose of this research is to understand the relationship between influential factors of professional development, views of professional development importance, and the will of participating in diverse professional development of junior high school principals, and to propose suggestions of improvement and further study. With the questionnaires and statistic analysis of 398 junior high school principals, the conclusions are as follows: 1. There is a positive relationship between the views of professional development importance and the will of professional development of junior high school principals. 2. Working pressure and family pressure cause respectively positive and negative influences on professional development of principals. 3. The government lacks the active policy to assist the professional development of junior high school principals. 4. The professional identity of young principals is lower than senior principals. Besides, the principals who are in town schools, senior, aged, and going to retire lack professional interaction with colleagues. 5. Female junior high school principals have the professional development advantages of confidence of learning ability, interaction with other principals, and higher participative will. 6. There are different advantages of professional development of principals for different ages and seniority, while the principals who are going to retire have more disadvantages. 7. The relief and improvement of the mental problems of principals are the professional development purpose which junior high school principals put emphasis on. 8. Principals have the view of lower importance of threatening professional development policy. 9. Junior high school principals are willing to participate in diverse professional development. Principals prefer the unofficial learning development models rather than the official ones. 10. Junior high school principals are willing to participate in diverse themes of professional development, especially the related themes of school management practice and current educational reform, while they are not so willing to participate in computer technology, interest cultivation, and living skills. According to the conclusions of this research, the researcher proposes some suggestions to education authorities, junior high school principals, and future research directions.

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.

現行全民健保制度造成了醫療支出快速上漲及實際運作上的資源扭曲，要解決這樣的現象，除了必須要瞭解造成醫療支出上漲的原因外，更應該進一步探討型塑此現象背後更深層的因素，除了民眾不當使用醫療資源外，醫療專業浮濫申報費用、舞弊造假、濫用醫療資源、提供不適當的診療等行為，不但造成保險體系的財務危機，也腐蝕了醫療專業的道德基礎。醫療費用支付制度創造了誘因結構，塑造醫療提供者行為，影響醫療成本與品質，對醫療保險體系運作的重要性不言可喻。因此，本研究目的首先針對現行全民健康保險所採取之醫療費用支付制度內涵進行瞭解，並分析醫療費用支付制度與全民健保醫療費用上漲之間的關聯性；其次探討現行醫療費用支付制度下的哪些不當誘因，將引發醫療專業產生代理問題的現象。 經由文獻檢閱與深度訪談等研究方法，本研究發現：（一）全民健保費用支付制度設計的不當確實導致了醫療費用上漲，此現象的出現可歸咎於醫療提供者誘發醫療需求，與民眾不當就醫文化而導致醫療資源浪費；（二）現行醫療費用支付制度引發醫療專業代理問題的不當誘因，經作者歸類如下：（1）支付制度的不完善塑造了醫療專業自利行為、（2）現行支付制度使醫療提供者不必承擔民眾健康之責、（3）醫療「專業門檻」間接造成專業代理問題的產生。 最後，針對醫療費用支付制度設計以控制醫療費用上漲的問題，作者認為支付制度的改革必須朝向大幅降低使用論量計酬方式，並且贊同總額支付制度漸進實施、貫徹落實。就醫療費用支付制度誘因結構改進方面，作者則建議可從尊重醫療專業、加強醫療倫理教育，及在健保制度中適度引進市場機制等面向上著手。期待藉由全民健保醫療費用支付制度的「再造」改善醫療專業代理問題，輔以強化醫療專業倫理精神，成為修正整體制度的動力來源，使全民健保更趨完善。

本研究主要目的在釐清教師專業自主權於教育法令層面之權責界線、暸解高雄市立國民中學教師專業自主權運用的現況、探討高雄市立國民中學教師專業自主權發揮的程度、分析不同背景因素的高雄市立國民中學教師於各專業自主權層面指標發揮程度的差異，最後依據研究結果，對提升高雄市立國民中學教師專業自主權的策略提出具體建議，供有關單位參考。本研究以2004學年度高雄市立國民中學現職合格教師為研究對象，並以對該學年度高雄市立25所國民中學、776名有加入教師會之現職合格教師進行問卷資料分析；另輔以訪談（共計6人）的方式了教師對自身專業自主權行使的理念、意見與建議。在資料分析上，主要採用描述性統計分析、獨立樣本t考驗分析、單因子變異數分析等方法。經研究結果與分析發現： 一、我國教育法規以保障教師課堂教學專業自主權為核心。 二、整體言，高雄市立國民中學教師的專業自主權達中等發揮程度，其中以「教師課堂教學專業自主權」的發揮度最高、「教師專業組織自主權」與「教師學校行政自主權」分別次之 三、高雄市立國民中學教師就「課堂教學專業自主權」具高等與中等專業自主度；「學校行政專業自主權」、「教師專業組織自主權」皆屬中等專業自主度。 四、高雄市立國民中學教師專業自主權整體面平均得分為男性教師顯著高於女性教師、兼主任職教師顯著高於非主任職者、有參與法定學校層級組織教師顯著高於未參加者、服務於小型學校教師顯著高於服務中大型學校者、年資26年以上教師顯著高於年資5年、11-15年者。 五、促進教師專業自主權之基本策略為穩固教師課堂教學專業地位、提昇教師組織專業形象、打造校園參與式決策文化、完備教師專業培育制度。 研究者根據文獻探討與研究結果發現，提出下列幾點建議： 一、健全與落實尊重教師專業自主權之法令體制。 二、教師應認清「專業」與「自主權」兩者相輔相成，瞭解自主須以責任為基礎。 三、規劃教學、法制與行政專業知能研習以達高教師專業自主權目標。 四、營造學校優質溝通管道，提高教師參與權能感。 五、鼓勵女性教師投入學校行政工作。 六、教師專業組織以發揮組織專業正向功能為目標。 七、教育行政機關應於教育內部事務扮演「法律監督與協助」角色。 八、建立教師專業評鑑機制以落實教師專業權力與效能。 九、針對研究主題、研究對象、研究變項與研究方法提出建議，作為後續相關主題研究之參考。 / The purposes of this study mainly confirm the right and duty to teacher professional autonomy in educational laws, understand the actual condition and explore the level of Kaohsiung city public junior high school teacher professional autonomy, and analyze different dimensions’ levels of Kaohsiung city public junior high school teacher professional autonomy from the view of teacher s’ different backgrounds. Finally, according to the study result, the writer gives some concrete advice to promote the city’s teacher professional autonomy for the department of educational administration for reference. The survey subjects included teachers from 25 public junior high school in Kaohsiung city in 2004 year, namely 776 qualified teachers who joint teacher professional unions were sampled copies of the questionnaire to be the investigation. And interviewing with 6 junior high school teachers is used to understand teachers’ opinions about professional autonomy. About the data analysis, the study use Frequency Distribution, T-test , One-way ANOVA, and Scheffé Method . The results of the study are as follows： A. The dimension of teaching professional autonomy is the key idea that Taiwan educational laws empower teachers. B. As far as the whole Kaohsiung city public junior high School teachers’ professional autonomy is concerned , it is middle level. The dimension of “ right and power to teacher teaching” gets the most high scores; the dimensions of “ power to teacher professional union” and “the power to school administrative autonomy” get lower scores separately in order. C. As far as the dimension of Kaohsiung city public junior high School teachers teaching professional autonomy is concerned, it achieves high and middle level; the dimensions of “the power to school administrative autonomy” and “teacher professional union” achieve middle level. D. From the viewpoint of whole average, male teachers’ average scores are higher than females’；teachers who hold a administrative staff, participate school-level organizations, serve in small size schools and work more than 26 years get higher scores than others who don’t hold the job , participate the ones, serve in middle and big size schools and work less than 5 years and 11-15 years. E. The basic strategies to facilitate teacher professional autonomy are to stable teacher’s professional status in teaching, promote the professional image of teacher unions, cultivate the school culture of participant-determining and establish good institution of teacher professional nurture. According to the literature and study result, following suggestions are offered： A. Continue to improve the established education law about the right and power to teacher professional autonomy. B. Understand “profession” and “autonomy” are to complement each other. And autonomy should take responsibility for basis . C. Design a series of programs about facilitating teachers’ professional knowledge in teaching, law and school administrative affairs to achieve high level of teacher professional autonomy. D. Create excellent communicative ways at school to promote teacher empowerment. E.Encourage female teachers to devote themselves to school administrative affairs. F.Teacher professional unions should take the role of developing positive function. G.The department of educational administration should play the law- supervising and law-helping role. H.Build teachers professional evaluation system to help teacher promote professional power and effectiveness. I.Base upon the results mentioned above, several suggestions about the study trends are made to further reference.