本研究旨在建構國民中小學校長評鑑指標系統，了解指標系統之權重，並提出結論與建議，以供主管教育行政機關實施校長評鑑之參考，並提供後續研究之參考。 在研究方法部分，首先，以文獻分析探討校長評鑑之理論分析，了解校長評鑑之意義、相關概念、目的與程序；探討國內校長評鑑之現況；探討國內校長評鑑之相關研究；探討校長評鑑指標系統之建構，並初擬本研究國民中小學校長評鑑指標系統。第二，以專家審查問卷調查10位專家學者對本研究初擬之指標系統之意見。第三，採模糊德菲法問卷，以18位專精於校長評鑑之專家學者以及富實務經驗之校長為研究對象，以進行本研究指標系統之篩選。第四，採層級分析法問卷，以前揭篩選之指標系統為基礎建構問卷，同樣對18位研究對象進行調查，以建構本研究指標系統之權重。 根據研究之結果與分析，歸納本研究結論如下： 一、本研究建構之國民中小學校長評鑑指標系統共三階層，計有六大領域，十二個向度，三十八項指標。 二、本研究建構之國民中小學校長評鑑指標系統之第一階層各領域相對權重，排序如下：「課程與教學領導」領域佔23.3%、「學生與教師成長」領域佔21.7%、「行政領導與管理」領域佔19.9%、「政策與校務推展」領域佔13.9%、「專業成長與素養」領域佔12.1%、「資源與公關管理」領域佔9.1%。 三、本研究建構之國民中小學校長評鑑指標系統之第二階層各向度相對權重，在「課程與教學領導」領域下，以「教學領導」向度較重要，佔65.1%；在「學生與教師成長」領域下，以「學生學習」向度較重要，佔65.3%；在「行政領導與管理」領域下，以「行政領導」向度較重要，佔66%；在「政策與校務推展」領域下，以「校務推展」向度較重要，佔70.1%；在「專業成長與素養」領域下，以「理念操守」向度較重要，佔70.6%；在「資源與公關管理」領域下，以「資源管理」向度較重要，佔54.6%。 四、本研究建構之國民中小學校長評鑑指標系統之第三階層各指標相對權重，在「教學領導」向度下，以「協助教師實施多元與適性的教學與評量」最重要，佔38.5%；在「課程管理」向度下，以「主持課程發展會議，帶領教師規劃與實施學校課程」最重要，佔41.9%；在「學生學習」向度下，以「培養品德良好、身心健康的學生」最重要，佔29.2%；「教師成長」向度下，以「鼓勵教師參與課程教學研究，促進課程教學效能與創新」最重要，佔40.9%；「行政領導」向度下，以「激勵教職員工生動機，塑造學習文化與共同領導」最重要，佔31.3%；「人力管理」向度下，以「展現知人善任能力，使教職員工適才適所」最重要，佔46.6%；「校務推展」向度下，以「依照學校背景、特性與需求，型塑共享的學校願景」最重要，佔39.5%；「政策執行」向度下，以「將重要教育政策與法令融入校務發展計畫，並落實與檢討」最重要，佔44.9%；「理念操守」向度下，以「具有良好品格操守，遵守專業倫理規範」最重要，佔36.7%；「專業成長」向度下，以「具有專業責任感與服務熱忱，以專業領導同仁」最重要，佔47.7%；「資源管理」向度下，以「妥善運用各項資源，營造優質教學環境」最重要，佔36.7%；「公共關係」向度下，以「與家長、社區維持良好關係，促進交流與資源共享」最重要，佔51.9%。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、國民中小學校長以及後續研究之參考。 / The purpose of the study is to construct the principal evaluation indicators system for elementary and junior high schools, understand the weights of the indicators system, and provide conclusions and suggestions for education administrative institutions to implement principal evaluation and future study. As for research methods, firstly, by literature review, discussing the theory basis of the principal evaluation to understand the signification, related concepts, purposes, and procedure; discussing the domestic current status of the principal evaluation; discussing the domestic related studies of principal evaluation; discussing the construction of the principal evaluation indicators system, and preliminarily develop the principal evaluation indicators system for elementary and junior high schools. Secondly, investigating the suggestions of 10 experts by questionnaire. Thirdly, selecting the indicators system by fuzzy Delphi method questionnaire for 18 experts and principals. In the final stage, constructing the weights of the indicators system by Analytic Hierarchy Process questionnaire for the same 18 experts and principals. The main conclusions are as follow: 1. The principal evaluation indicators system for elementary and junior high schools consists with 6 areas, 12 dimensions and 38 indicators in total. 2. The weights of 6 areas are: ‘curriculum and instructional leadership’ area (23.3%), ‘student and teacher growth’ area (21.7%), ‘administrative leadership and management’ area (19.9%), ‘policy and school affair promotion’ area (13.9%), ‘professional growth and integrity’ area (12.1%), ‘resource and public relations management’ area (9.1%). 3. The weights of 12 dimensions are as follow: in ‘curriculum and instructional leadership’ area, ‘instructional leadership’ dimensionis more important( 65.1%); in ‘student and teacher growth’ area, ‘student learning’ dimension is more important( 65.3%); in ‘administrative leadership and management’ area, ‘administrative leadership’ dimension is more important( 66%); in ‘policy and school affair promotion’ area, ‘school affair promotion’ dimension is more important( 70.1%); in ‘professional growth and integrity’ area, ‘idea and moral integrity’ dimension is more important( 70.6%); in ‘resource and public relations management’ area, ‘resource management’ dimension is more important( 54.6%). 4. The weights of 38 indicators are as follow: in ‘instructional leadership’ dimension, ‘assisting teachers to implement diverse and adaptive instruction and assessment’ is most important(38.5%) ; in ‘curriculum leadership’ dimension, ‘directing curriculum development conferences, and leading teachers to plan and implement curriculum’ is most important(41.9%); in ‘student learning’ dimension, ‘training moral and healthy student’ is most important(29.2%); in ‘teacher growth’ dimension, ‘encouraging teacher to participate curriculum and instructional research, and promoting curriculum and instructional innovation and efficacy’ is most important(40.9%); in ‘administrative leadership’ dimension, ‘encouraging faculty and student motivation, and shaping learning culture and participating leadership’ is most important(31.3%); in ‘human resource management’ dimension, ‘picking the right man for the right job’ is most important(46.6%); in ‘school affair promotion’ dimension, ‘according to school background, feature and needs, establishing shared school vision’ is most important(39.5%); in ‘policy implementation’ dimension, ‘integrating important education policies into school development plans, implementing and reviewing the school development plans’ is most important(44.9%); in ‘idea and moral integrity’ dimension, ‘possessing moral integrity, and compling with profession ethics’ is most important(36.7%);in ‘professional growth’ dimension, ‘possessing professional responsibility and service enthusiasm, and leading members by profession’ is most important(47.7%); in ‘resource management’ dimension, ‘properly using resources, and shaping high quality instructional environment’ is most important(36.7%); in ‘public relations’ dimension, ‘maintaining good relation with patents and community, promoting exchange ,and sharing resources’ is most important(51.9%). In conclusion, the findings and results in hope of providing suggestions for educational administrative institutions, elementary and junior high school principals, and future study.

本研究旨在瞭解新北市國民中小學校長評鑑之實施現況，並探討已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長，對校長評鑑實施現況之看法，進而檢核該評鑑符合人事評鑑後設評鑑四大標準-「適切性」、「效用性」、「可行性」及「精確性」之程度，最後歸納分析作成結論，並提出具體建議。 本研究採問卷調查法，以「新北市國民中小學校長評鑑之後設評鑑研究調查問卷」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之68位學校校長為問卷調查對象，共寄出36份正式施測問卷，回收有效問卷共31份，以獨立樣本t考驗及單因子變異數分析進行統計。此外，本研究亦採取個案訪談法，以「新北市國民中小學校長評鑑之後設評鑑研究訪談大綱」為研究工具，針對已參與「新北市國民中小學校長評鑑規劃及試辦計畫第一階段至第三階段」之受評校長及評鑑規劃小組成員進行訪談，共計3人，以期深入瞭解新北市實施國民中小學校長評鑑之現況。 依據研究目的、綜合文獻探討、問卷調查分析及個案訪談結果，整理歸納本研究結果如下： 一、北市實施國民中小學校長評鑑在各層面均獲得認同，以適切性層面表現最佳，其次依序為精確性、可行性及效用性層面。 二、「學歷」變項在「適切性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 三、「學歷」變項在「效用性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 四、「學歷」變項在「可行性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 五、「學歷」及「學校規模」變項在「精確性」層面具有顯著差異，碩士學歷之受評校長認同程度較高。 六、新北市實施國民中小學校長評鑑尚屬可行，惟在評鑑計畫反映社會大眾期待、評鑑結果運用、回饋建議符合學校個殊性、評鑑過程兼顧量化及質性資料蒐集等方面可再加強。 七、新北市實施國民中小學校長評鑑能真實反應校長辦學情形，最有幫助之處在於協助校長檢視個人辦學優劣。 最後，本研究針對教育行政機關及未來研究提出具體建議。 關鍵字：校長評鑑、後設評鑑、後設評鑑標準 / The purpose of this research is to realize the implement status of elementary school and junior high school principal evaluation in New Taipei City, and to explore the elementary school and junior high school principals’ opinions on this evaluation. By examining the degree of the propriety, utility, feasibility, and accuracy dimension this evaluation gets, suggestions in accordance with the result of the research are made for improvements. The study adopted questionnaire survey, and the tool was “Questionnaire of meta-evaluation of elementary school and junior high school principal evaluation in New Taipei City”. The research subjects were elementary school and junior high school principals who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were surveyed. A total of 36 questionnaires were distributed; 31 valid returned ones were analyzed. Statistical techniques used include t-tests and one-way ANOVA. An interview research was also adopted in this study. 2 principals and 1 faculty who participated the first stage to the third stage elementary school and junior high school principal evaluation in New Taipei City were selected in order to get more information about the evaluation. According to the findings of the research, conclusions were summarized as followings: 1.The principal evaluation of elementary school and junior high school is approved in the propriety, utility, feasibility, and accuracy dimension. The propriety dimension gets the highest scores, followed by accuracy, feasibility, and utility dimension. 2.In the propriety dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 3.In the utility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 4.In the feasibility dimension, there is 1 significant difference in the educational background. Master of education principals have higher agreement. 5.In the accuracy dimension, there are 2 significant differences in the educational background and the number of school classes. Master of education principals have higher agreement. 6.It’s feasible to implement the principal evaluation of elementary school and junior high school in New Taipei City, but it should be strengthened in the evaluation plan reflects community expectation, evaluation finding uses, the proposal of evaluation reporting is consistent with the different schools’ characteristics. Evaluation process taking into account the qualitative and quantitative data collection. 7.The principal evaluation of elementary school and junior high school in New Taipei City can truly reflects principals’ managing performance. The most helpful thing is to assist principals who examine their merits and shortcomings. Finally, the study provides suggestions to the administrative department and future researchers as reference resources. Key words：principal evaluation；meta-evaluation；meta-evaluation standards

本研究之目的主要在探討國民中小學校長評鑑系統的建構及有關研究。所採用的研究方法包括：文獻分析、問卷調查與訪談法。在文獻分析方面：分別就校長評鑑系統建構的基本理念、可能的探究取向與模式、英美兩國與國內國中小校長評鑑系統的發展情形、校長評鑑系統的後設評鑑標準與可能存在的問題等加以探討。在實證研究方面：以自編調查工具，對各縣市教育行政人員、國中小校長、主任、教師、家長與教育學者，就規劃實施國中小校長評鑑系統的三階段歷程要素、後設評鑑標準與可能存在的問題等，進行問卷調查與訪談。綜合本研究的結論發現：國中小校長評鑑系統的建構有其重要性，落實校長評鑑可協助校長提升辦學效能。而校長評鑑系統建構的理論與實務已日趨完善，在規劃過程中可參考不同的探究取向與英美兩國的實務經驗，讓校長評鑑系統的規劃能更為完備。此外，「教育評鑑標準聯合委員會」所發展的「教育人員評鑑標準」，不僅可用來協助規劃設計國中小校長評鑑系統，亦可以之進行現有校長評鑑系統的後設評鑑，妥當的應用可確保校長評鑑系統符合正當性（prophey）、效益性（utility）、可行性 （feasibility）與正確性（accuracy）標準。完整的國中小校長評鑑系統可分成三個階段，各階段均有應遵循的原則。做好規劃設計階段的工作是成功的第一步；資料蒐集階段應能正確而完整的蒐集資訊並遵循評鑑倫理；評鑑結果與處理階段，亦應配合評鑑目的，務實的做好各項後續工作，並作必要的決定。而評鑑歷程中務必遵守正當程序與保密原則，妥善保管資料並規範查閱程序，以保障受評校長的權益。最後本研究依上述研究結論，分別針對教育行政機關、國中小校長及其他利害關係人，綜合提出規劃實施國中小校長評鑑系統的建議。 關鍵字：校長評鑑、評鑑系統、評鑑模式、後設評鑑、評鑑標準 / The aim of this study is mainly to investigate the construction of the principal evaluation system of elementary and junior high schools and its related issues. The research methods included document analysis, questionnaires and interviews. The analysis of documents covered the basic concepts of the construction of principal evaluation systems, possible research approaches and models, the development of school principal evaluation in Taiwan as well as in the United States and Britain, meta-evaluation standards, and potential problems. A field study was conducted to explore the factors of the three phases of the design and implementation of a principal evaluation system, the meta-evaluation standards, and potential problems. It has employed questionnaire surveys and interviews to gather information from local government education administrators, school principals, deans, teachers, parents, and education academics. It has been found that the construction of school principal evaluation systems is more important than ever, and it could help raising school effectiveness. The construction of principal evaluation systems has been maturing in both theory and practice. Consulting different theoretical approaches and the practice of the United States and Britain makes the planning of principal evaluation systems comprehensive. Furthermore, the Personnel Evaluation Standards, developed by the Joint Committee on Standards for Education Evaluation in the United States, not only can serve as criteria for designing systems for school principal evaluation, they can be used to meta-evaluate ongoing principal evaluation systems as well. Applied appropriately, they should ensure that the standards of propriety, utility, feasibility, and accuracy are maintained in the principal evaluation system. A comprehensive system for school principal evaluation consists of three phases and each has its own rules to follow. The first phase is to plan and design it deliberately. Information should be gathered accurately and completely in the phase while the evaluation ethics is abided by. The consequent works should be taken care of in line with the purpose of the evaluation in the third phase of the processing of evaluation results. Necessary decisions should be made accordingly. Due process and confidentiality should be observed when implementing the evaluation. There should be an appropriate set of rules governing procedures of access to evaluation reports and data to protect the rights of the principals evaluated. According to the conclusions above, this research has offered some propositions regarding the planning and implementation of school principal evaluation systems. These propositions are aimed at education administrations, school principals, and other stakeholders. Keywords: principal evaluation, principal appraisal, evaluation system, evaluation model, meta-evaluation, evaluation standard,