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國民中學教師學術樂觀之指標建構及其現況調查之研究 / Research on the Indicator Construction and Current Investigation of Teachers' Academic Optimism in Junior High Schools王建祥 Unknown Date (has links)
本研究旨在建構教師學術樂觀指標及相對權重體系與檢視教師對於教師學術樂觀的知覺程度,並分析不同背景變項下教師學術樂觀的現況。
本研究採用德懷術邀請12位學者、專家與校長參與兩次德懷術問卷調查,建構出國民中學教師學術樂觀指標,再以層級分析法進行相對權重問卷調查,並運用Expert Choice 2000軟體進行統計分析以建立各項指標之權重。最後再以問卷調查法,抽取桃園縣公立國民中學20所,共400位教師進行問卷調查,回收有效問卷共307份。問卷資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析進行統計與分析。
本研究獲得之結論如下:
一、國民中學教師學術樂觀指標及權重體系包含五個層面39項指標。五個層面依其重要性,分別為「教師集體效能感」(31.9%)、「教師重視學術」(22.6%)、「教師信任同儕教師」(17.9%)、「教師信任領導者」(16.6%)、「教師信任學生與家長」(11.1%)。
二、桃園縣國民中學教師學術樂觀的現況良好。
三、不同性別、學歷、擔任職務、年齡、服務年資、學校歷史的教師對於教師學術樂觀的現況沒有顯著的差異性。
四、不同學校規模的教師對於教師學術樂觀的現況有顯著的差異性,經由事後比較法得知,學校規模數在49班以上的教師比學校規模數在25~48班的教師對於教師學術樂觀的現況有較顯著的差異性。
最後,依據研究結論提出建議,做為國民中學教師教育職場之參考與校長辦學和行政之參考依據。
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國民中學校長資料導向決策指標建構之研究:ANP的應用 / Constructing indicators for the data-driven decision making of principals at public junior high schools: applying analytical network processing游麗容 Unknown Date (has links)
本研究旨在建構國民中學校長資料導向決策指標,做為國民中學校長進行資料導向決策之參考依據,以提升學校行政效率及教學效能,並根據研究結論,提出建議供有關單位參考。為達上述研究目的,本研究採用模糊德懷術及分析網路程序法,以具備資料導向決策理念與實務的專家學者及國民中學校長為研究對象,共寄發問卷14份,回收有效問卷14份,有效回收率為100%。本研究採用統計軟體Super Decision 2.0.8 beta進行分析,獲得以下結論:
一、國民中學校長資料導向決策指標體系由「學校願景領導」、「學校教學領導」、「學校組織運作與道德觀點領導」、「合作夥伴關係與區域政治領導」4個向度和20個決策指標構成。
二、國民中學校長資料導向決策向度以學校願景領導最重要,其次為學校教學領導、學校組織運作與道德領導、合作夥伴關係與區域政治領導。
三、各向度下最重要指標分別為:「1-1我能運用資料發展學校的學習願景,以促進所有學生學習的成功。」、「2-1我能運用資料界定並確認學生學習上所面對的問題。」、「3-1我能運用資料配置人力資源,以提升學生的學習成就。」、「4-1我能運用資料發展有效的溝通計畫。」。
四、國民中學校長資料導向決策指標體系最重要指標中,以「學校願景領導」最為重視,其次為「學校教學領導」。
最後依據上述研究結論,提出具體建議,以做為教育行政機關、國民中學校長參考運用。
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公立幼稚園園長資訊素養之研究-一個德懷術的分析何孟臻 Unknown Date (has links)
目前幼稚園園長在不同工作職責之下,都須具備資訊素養,然而面對資訊爆炸以及行政電腦化的趨勢之下,只擁有資訊科技操作技能,並不能有效運用資訊,但目前對於園長須具備的資訊素養,並不清楚。因此本研究旨在了解園長在不同工作職責之下,須具備的資訊素養。
研究者從過去文獻摘要出資訊素養的內涵,再以德懷術為主要研究方法。本研究是以來自3種不同領域,分別是幼兒教育、資訊教育、圖書資訊等共二十位專家學者們參與兩回合的電子或紙本問卷。
研究結果顯示,專家學者們對於「幼教行政」及「教學與保育」等工作職責所需具有的資訊素養,具有高度共識,而對「教學設施與公共安全」須具備的資訊素養,則共識較低,且也認為較不需要。
本研究結果可做為園長資訊素養課程設計之用。 / The purpose of this study is to explore the insight and information literacy that kindergarten principals should have to fulfill for their job duties.
The research first reviews literature and employs Delphi technique to collect data from a group of experts. The outlines of information literacy was developed which was based on the prior research both in Taiwan and other countries.
The research had twenty specialists composing of three fields, such as Early Childhood Education, Information Education, Library and Information Science. Two-rounded data collection is processed by e-mail and papers.
The experts have high consensus over the agenda on both literacy of preschool administration ,teaching and care, but they do not consider that the literacy of teaching facilities and campus,s public safety is necessary .
The result in this study will be contributed to serve as guide of curriculum literacy for the public kindergarten principals.
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教育學門系所評鑑指標體系建構之研究 / Research on the evaluation indicators of educational departments and graduate schools of educational discipline林筠諺, Lin, Yun Yan Unknown Date (has links)
本研究旨在探討教育學門系所評鑑的理論和執行相關課題,並建構教育學門系所評鑑指標權重體系,提供執行教育學門系所評鑑之參考。經由文獻分析,初擬教育學門系所評鑑指標,選取系所評鑑委員和系所主管共計16人為研究對象,使用模糊德懷術建構教育學門系所評鑑指標體系架構,再以網絡分析法建立評鑑指標的相對權重體系。研究結果指出,教育學門系所評鑑指標體系包含行政管理、環境設備、課程規劃、教師教學、學生學習、專業表現、經營成效等七個向度和17個次向度與65項評鑑指標。最後,本研究針對主管教育行政機關、辦理教育學門系所評鑑單位、教育學門系所及後續研究者提出具體建議。 / The study explored the relevant theoretical foundation and practical issues about the evaluation for educational departments and graduate schools. The study also proposed an evaluation indicator weighting system for educational departments and graduate schools in higher education. By reviewing relevant academic literature, the preliminary evaluative indicators were proposed. Sixteen experts who are university program evaluators or chairpersons of departments and graduate schools were the testing samples. This study adopted the Fuzzy Delphi method to build a framework of the evaluation indicator system. In addition, the relative weight of each evaluation indicator was assessed by the Analysis Network Process. The results showed that the conceptual framework of the evaluation indicator system containing 7 dimensions, 17 sub-dimensions, and 65 indicators. The seven dimensions are administrative management, environment and equipments, curriculum planning, faculty’s teaching, student’s learning, professional performance, and operative outcomes. Finally, suggestions were proposed to educational authority, institutions of program evaluation, educational departments and graduate schools, and further researchers.
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國民中小學校長科技領導指標建構之研究許丞芳 Unknown Date (has links)
本研究旨在建構一個符合國內教育現況之國民中小學校長科技領導指標及權重體系,作為校長推動科技領導之參考依據,以提升學校行政效率及教學效能。
本研究以熟悉學校科技領導學理基礎之專家學者、曾撰寫科技領導博碩士論文之研究者及推行學校科技領導之行政人員共計13人做為研究對象。首先依據文獻探討之結果初擬出國民中小學校長科技領導指標並經由兩次德懷術問卷調查建構出國民中小學校長科技領導指標體系,最後再以層級分析法進行相對權重問卷調查,並運用Expert Choice 2000軟體進行統計分析以建立各項指標之權重。
本研究結果所建構出之國民中小學校長科技領導指標及權重體系包含七個層面40項指標。七個層面依其重要性,分別為「科技領導之願景發展與實施」(25.8%)、「學校成員科技知能之訓練與發展」(24.6%)、「支援與管理科技設施」(16.0%)、「整合科技於課程與教學」(13.0%)、「善用人際關係與溝通技巧增進科技使用」(8.6%)、「科技領導之評鑑與研究」(6.4%)、「科技運用之法律與倫理」(5.6%)。最後,依據研究結果,提出具體建議,俾供教育行政機關、國民中小學校長以及後續研究之參考。 / The purpose of this research is to develop performance criteria and their associated priority weights for technology leadership (TL) of elementary and secondary school principals in Taiwan. Following the Delphi method, thirteen experts, including researchers in TL and elementary school administrators who had experience in promoting and implementing technology in education, were selected to answer questionnaires to develop the performance criteria. As a result, seven principal performance criteria for TL were determined, associated with in total forty attributes (subcriteria). Based on the determined performance criteria and attributes, further surveys were conducted, in conjunction with Analytic Hierarchy Process (AHP), to determine the priority weight for each performance criterion and attribute. The performance criteria, in their order of importance, are (i) long term vision of TL development(25.8%); (ii) quality training for non-technical school staff in using technology(24.6%); (iii) provision of technical support(16.0%); (iv) integration of information technology in education(13.0%); (v)interpersonal communication skill in promoting TL(8.6%); (vi) performance evaluation of school staff in adopting technology for teaching(6.4%); and (vii) addressing law and ethics for technology(5.6%). Based on the findings, the author proposes specific suggestions that can be adopted by school principals and school authorities to promote effective use of technology in education.
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