本研究之主要目的，在探討台北縣國民中學校務評鑑的內涵及現況，調查台北縣國民中學教育人員對於校務評鑑的意見及差異性，再綜合文獻探討與調查問卷分析結果，提出建議供教育主管機關及國民中學、社會人士參考。 為達成研究目的，本研究以自編之「台北縣國民中學校務評鑑調查問卷」為調查研究工具，以台北縣國民中學教育人員為抽樣對象，寄出問卷500份，回收450份，剔除無效問卷22份，有效問卷428份，有效回收問卷比率為85.6％。最後依據研究發現，提出結論與具體建議事項。 綜合文獻探討及問卷調查統計分析，獲得以閜結論： 一、自我評鑑小組的成員，應由校務會議推舉產生。 二、自我評鑑小組除了行政人員和教師外不應加入學生和家長代表。 三、自我評鑑可以檢視本校所設定之目標是否達成。 四、現行訪評委員以五至九人為一組，在人數上是合宜的。 五、評鑑指標項目應顧及受評學校的個別差異，而有所增減。 六、評鑑指標項目應依各處室權責來劃分。 七、現行訪問評鑑的時間改為二天，比較能深入瞭解受評學校的現況。 八、評鑑的結果可以讓學校針對缺失提出說明或解釋。 九、評鑑的結果可以作為教育主管行政機關補助學校經費的依據。 十、學校主任或組長比較認同和接受自我評鑑工作。 十一、學校行政人員比較能認同訪問評鑑過程。 十二、學校行政人員比較能認同校務評鑑結果與運用。 根據研究結論，提出對教育行政機關、國民中學以及未來研究之建議，作為實施校務評鑑之參考。 一、對教育行政機關之建議 （一）、加強對國民中學校務評鑑的宣導。 （二）、慎重遴選適合的訪問評鑑委員。 （三）、減少訪評委員審閱書面資料，增加實地參觀、考察時間。 （四）、統整各項考核、評鑑、訪視，減輕學校工作負擔。 （五）、妥善運用校務評鑑的結果。 二、對國民中學之建議 （一）、鼓勵學校同仁，以積極正面的態度面對校務評鑑。 （二）、重視學校自我評鑑的過程，瞭解本校的優勢與劣勢。 （三）、責任分工，經驗傳承。 （四）、做好平時的行政與教學準備工作。 （五）、自我評鑑小組的成員，各校依實際需要組成。 三、對未來研究之建議 （一）、研究對象 由於研究者囿於時間和人力之限制，本研究僅以台北縣國民中學學校人員，包括校長、主任或組長、教師為研究對象，建議未來進行相關研究時，可以擴大研究樣本，延伸觸角至其他縣市國民中學、教育主管行政機關等……。 （二）、研究方法 本研究採文獻探討及問卷調查分析法，針對台北縣國民中學實施校務評鑑現況，進行研究分析，然而國民中學實施校務評鑑具有高度的專業性和複雜性，只憑文獻分析及問卷調查法，很難徹底瞭解國民中學校務評鑑工作的全貌，未來進行相關研究時，建議兼採訪談法及觀察法，進行質性研究，俾能深入掌握校務評鑑之意涵和真實現況。

本研究主要在於建構公立高中教師教學評鑑指標，以供公立高中教師教學自我評鑑之用，並提供教育行政單位實施教師教學評鑑之參考。 為達到上述目的，本研究透過文獻探討，參考Danielson（2007）教學專業實踐架構（Professional practice－a framework for teaching）、德州（1986）教學視導系統（Texas teacher appraisal system,TTAS）、麻薩諸塞州（2005）中小學教師有效教學原則（Principles of effective teaching），形成評鑑指標初稿，再以半開放式德懷術專家問卷調查法，進行指標審查、修正與刪減。問卷回收後應用SPSS統計軟體中之敘述統計進行分析，以平均數、中位數、眾數判斷評鑑指標之重要性，以四分差判斷專家群看法之一致性。經由前後三次德懷術問卷調查統計分析之結果，獲得以下結論： 一、就教學評鑑領域的重要性而言，其重要性依次為：教學規劃準備、班級經營管理、呈現有效教學、實現專業責任。 二、就「教學規劃準備」指標重要性而言，其排序為「1」者有6項，分別為「1-1-2,1-2-1,1-2-2,1-2-4,1-3-1,1-4-4」；排序為「2」者有9項，分別為「1-1-3,1-1-4,1-2-3,1-3-2, 1-3-4,1-4-2, 1-4-3,1-5-1, 1-5-2」。 三、就「班級經營管理」指標重要性而言，其排序為「1」者有7項，分別為「2-1-3,2-2-2,2-3-1,2-3-3, 2-4-2,2-4-4, 2-5-2」；排序為「2」者有7項，分別為「2-1-1,2-1-2,2-1-4, 2-2-4, 2-3-4,2-4-1,2-5-1」。 四、就「呈現有效教學」指標重要性而言，其排序為「1」者有7項，分別為「3-1-1,3-1-2,3-3-3,3-4-1,3-4-4, 3-5-1, 3-5-2」；排序為「2」者有10項，分別為「3-1-3,3-1-4,3-2-1, 3-2-2,3-2-4,3-3-1,3-3-2,3-3-4,3-4-3, 3-5-3」。 五、就「實現專業責任」指標重要性而言，其重要性等級排序為「1」者有4項，分別為「4-1-3,4-1-4,4-3-1,4-4-1」；排序為「2」者有7項，分別為「4-1-1,4-1-2,4-2-1,4-3-3,4-5-1, 4-5-3,4-5-4」。 六、就專家群看法的一致性而言，其四分差數值介於.000至.500之間，顯示專家群的看法具高度一致性。 七、就教學評鑑指標之建構內容而言，本研究建構之教學評鑑指標包括（一）教學規劃準備；（二）班級經營管理；（三）呈現有效教學；（四）實現專業責任。4個領域，及20個規準、57個指標項目。 關鍵字：教育評鑑、教學評鑑、評鑑指標 / The thesis attempts to build teaching evaluation indicators for senior high school teachers. The indicators will be the reference both for teachers who want to self- assess, and for senior-high school administration which want to evaluate performance of teachers. The teacher evaluative indicators are derived from famous teaching evaluative indicators: “Professional practice－a framework for teaching”(Danielson, 2007), “Texas teacher appraisal system, TTAS” (1986), and “Principles of effective teaching from Massachusetts Department of Education”(2005). Later, the raw indicators are reviewed, revised, and decreased by “semi-open Delphi”. After analysed by SPSS, here comes 7 conclusions below, according to analyse the outcomes of questionnaire survey： 1) On importance of teaching evaluation area, the sequence is: planning and preparation, the classroom environment, effective instruction, professional and responsibility. 2) On importance of planning and preparation, the most important indicators are consistent of “1-1-2,1-2-1,1-2-2,1-2-4,1-3-1,1-4-4”, the second important indicators are consistent of “1-1-3,1-1-4,1-2-3,1-3-2, 1-3-4,1-4-2, 1-4-3,1-5-1, 1-5-2”. 3) On importance of the classroom environment, the most important indicators are consistent of “2-1-3,2-2-2,2-3-1,2-3-3, 2-4-2,2-4-4, 2-5-2”, the second important indicators are consistent of “2-1-1,2-1-2,2-1-4, 2-2-4, 2-3-4,2-4-1, 2-5-1”. 4) On importance of effective instruction, the most important indicators are consistent of “3-1-1,3-1-2,3-3-3,3-4-1,3-4-4, 3-5-1, 3-5-2”, the second important indicators are consistent of “3-1-3,3-1-4,3-2-1, 3-2-2,3-2-4,3-3-1, 3-3-2,3-3-4,3-4-3, 3-5-3”. 5) On importance of professional and responsibility, the most important indicators are consistent of “4-1-3,4-1-4,4-3-1,4-4-1”, the second important indicators are consistent of “4-1-1,4-1-2,4-2-1,4-3-3,4-5-1, 4-5-3,4-5-4”. 6) On coherence of professionals, lies between.000 and.500, shows highly coherence among professionals. 7) On content of teaching evaluation indicators, the evaluative indicators for senior high school teachers include 4 areas: 1. Planning and preparation, 2. the classroom environment, 3. Effective instruction, 4. Professional and responsibility. These 4 areas are consistent of 20 standards and 57 indicators. Keywords: education evaluation, teaching evaluation, evaluation indicators

第一章 緒論 第一節 研究動機 第二節 研究目的 第三節 研究範圍 第四節 研究方法 第二章 理論文獻之探討 第一節 評鑑概念之釐清 第二節 評鑑的意義和目的 第三節 評鑑的模式及其比較 第四節 評鑑的設計與執行 第五節 學校評鑑及其實施 第六節 再評鑑 第七節 評鑑結果之運用 第三章 實際評鑑概況 第一節 我國歷年學校評鑑概況 第二節 美國中等學校評鑑概況 第四章 我國六十九學年度國中評鑑工作之分析 第一節 國中評鑑的設計與實施 第二節 摘要與分析 第五章 我國國中評鑑與理論模式及美國中等學校評鑑之比較 第一節 國中評鑑與理論模式之比較 第二節 國中評鑑與美國中等學校評鑑之比較 第六章 結論與建議 第一節 結論 第二節 建議

全球化競爭激烈浪潮下，績效管理成為企業界的重要工作。績效評鑑是績效管理核心，欲有效評鑑績效，必須設立完善績效指標。我國傳統上以刑案績效衡量警察工作效能，過度強調刑案績效數字，無法反映民眾對警察的期望，也影響員警勤務執行方向。2004年7月起，內政部警政署鑒於原有績效評鑑所產生之弊端，屢遭外界詬病，爲杜絕選擇性辦案弊病、提升破案績效及偵查品質、落實地區責任制，研擬訂定新偵查犯罪評鑑計畫，自2005年1月起試辦半年，並選擇台北市等11個警察局作為試辦單位。若成效良好，將擴大推行至各個警察機關。 因此，本研究期透過對新、舊制偵查犯罪評鑑計畫之探討，以提供警察機關日後修訂之參考。本研究以台北市警察局員警為調查對象，透過問卷調查與深度訪談質量並重方式進行研究。在問卷調查研究上，發出問卷560份，回收541份，有效樣本為426份，有效回收率為76.07％。深度訪談對象計有十一人，均為單位主官，或為評鑑計畫業務承辦人，對於「偵查犯罪績效評鑑制度」有深入瞭解。所得資料採描述性統計、T檢定、皮爾森積差相關、典型相關和歸納分析等方法加以處理。 研究發現如下： 一、 新舊制偵查犯罪績效評鑑制度各有其優點 二、 員警對新舊偵查犯罪績效評鑑制度瞭解度不足 三、 新偵查犯罪績效評鑑制度下，員警對於各項刑案的偵辦意願降低 四、 影響治安愈嚴重的刑案，員警偵辦意願愈高。 五、 員警對偵查犯罪績效評鑑制度的瞭解度愈高，對刑案之偵辦意願亦愈高 六、 新偵查犯罪績效評鑑制度對於弊端的改善，無太大成效 七、 對新偵查犯罪績效評鑑制度，員警多持觀望心態 八、 新偵查犯罪績效評鑑制度主觀分數比例偏高，公正性受質疑 九、 新偵查犯罪績效評鑑制度以偵破總件數作為評鑑基準，仍無法完全破除「選擇性辦案」弊病 十、 新偵查犯罪績效評鑑制度之「重點專案工作」配分太低，影響偵辦意願 十一、 新偵查犯罪績效評鑑制度未納入犯罪預防工作，有欠周詳 十二、 新偵查犯罪績效評鑑制度要求全方位績效，員警不能專才專用 十三、 「跨轄偵辦」不受制度變更影響 研究建議如下： 一. 加強對偵查犯罪績效評鑑制度之宣導工作 二. 融合新舊制偵查犯罪績效評鑑制度優點，修訂評鑑方式 三. 評鑑制度修訂時，能納入專家、學者與基層員警意見 四. 重新考量新偵查犯罪績效評鑑制度評鑑項目配分 五. 預防績效能列入評鑑制度項目 六. 訂定適當之個人績效評鑑方式，供各單位參考選用 七. 不同單位評比方式要能多元化 八. 因應社會治安，彈性機動調整刑案配分 九. 評鑑制度應公正、公平、正確 十. 績效評鑑結果應與獎懲制度相結合，以激勵員警士氣 關鍵字：績效評鑑、偵查犯罪績效評鑑制度 / Strike by global vicious competition wave, performance management has become the most important task in entrepreneurial domain. Performance review is the core of performance management. Needless to say, in order to get a validate and efficient review, the parameter of performance review index has to be carefully implemented. As for police officer, performance review was measured solely upon the accumulation of criminal cases have been solved. Under this particular decipherment, neither has fulfilled people’s expectation, nor directed officers on the optimal execution. National Police Agency, Ministry of The Interior, has launched a new performance review index since June, 2004. It’s main purposes are to prevent the pitfalls from the old index, diminish crime case selectivity, increase both case resolution rate and investigation quality, and solidify borough responsibility. It starts off from eleven police stations in Taipei and set the pioneer project for six months from the beginning of 2005. Should the project go well, it will eventually implement nationwide. Thus, this research provides reference for further modification if needed. The research is cross examined by both quantitative (questionnaire) and qualitative (in-depth interview ) measurements. The participants are police officers who current work in Taipei city. On questionnaires part, 541 copies has been collected out of 560 , and 426 valid ones, make validation rate up to 76.07%. As for in-depth interview, there are eleven interviewees, including sheriffs and new project related officers, who acquire better knowledge about the new index project.. All the data has been processed by descriptive statistics, T-test, Pearson’s r, canonical correlation, and systematic analysis accordingly. Findings 1. It contains strengths and weakness at both new and old performance review systems, in terms of crime case resolution rating. 2. Police officers have little comprehension on both review systems. 3. Under the new review index, police officer has lower interests handling criminal cases. 4. As imposing more severe threat on security, the police officer is relatively more devoted to investigation. 5. The more understanding on review system, the more efficient officer hand on the case. 6. There is little efficacy of improving the existing problems. 7. Most police officers are more like spectators, not participating much. 8. New review index includes more subjective scorings and invites severe challenge on justification. 9. New review index is based on sum of crime cases resolved, that doesn’t stop case selectivity. 10. The score on “Special Project” is too low in new review index which effects the degree of devotion. 11. New review index failed to include the crime prevention intervention. 12.New review system neglects the individual specialty, instead, emphasizes on overall common practice, that depresses officers expertise and makes a biased performance review. 13.“ Cross jurisdiction investigation” stays intact. Suggestions 1. Propagate the performance review system. 2. Re-mix the advantages extract from both systems, and modify on the review method. 3. Combine the voice of experts, academic professionals and basic police officers for rectification. 4. Reconsider the scoring system to match the perspective items. 5. Includes prevention invention on the item list. 6. Customize the appropiate individual rating chart for varying departments. 7. Multi-function evaluation to suit various departments demand. 8. Remain scoring flexibility according to security status. 9. The essence of review system should be justice, fair and correct. 10. Intermingle the result of performance review with award/punishment system to further inspire the officers. Key words:

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,

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

近十年來全國大專院校的快速增加，教育市場供給的大學生遠超過市場需求，近幾年已有供需失衡的狀況。私立大學為一特殊型之文教財團法人，受到私立學校法及大學法之規範，政府核准設立私立大學後，一直採取各種限制措施，由於限制過多，且缺乏市場競爭及淘汰的機制，加上教育資源偏重於公立學校，教育資源分配嚴重失衡。 過去在營利事業之財務危機研究中指出以傳統財務性指標建立財務危機預警模型，可以獲得良好之危機預警模型。相同於一般企業市場化宗旨，本研究依照研究結果用在私立大專院校，觀察學校之財務性指標是否也如營利事業研究結果一樣對於危機預警模型具有區別能力，藉以探討建立出適合台灣的退場機制。 本研究以94學年度有系所未通過教育部評鑑系所的學校設定為危機學校，通過教育部評鑑系所的學校設定為正常學校，本研究學校樣本為27家，通過評鑑的正常學校樣本為14家，有系所未通過評鑑的危機學校樣本為13家，依此建立Logit模型。 以2006-2007年樣本學校之財務變數與學生比率變數建立起財務預警模型，發生危機當年與發生危機前一年之正確區別率均頗高，再依據加權效率性之分析，決定模型最佳臨界點。問題年度最佳之臨界點為0.5，其正確區別率有0.92，對於本研究27個樣本學校中可以正確判定出正常學校或是危機學校的有25家。由以上結果可以得知用學校財務變數所建立之財務危機預警模型具有區別力。

本研究藉由文件分析、文獻分析、比較分析、歸納分析及實地訪談等研究方法，分析教師評鑑的理論基礎、教師評鑑的性質與內涵、及探究英國教師評鑑制度之發展、內涵與特色，並對我國未來建立教師評鑑制度提出具體建議。 經由上述研究，獲致以下結論： 一、教師評鑑在教育專業化的趨勢中扮演著重要的角色。 二、教師評鑑具有多元化的目的。 三、教師評鑑模式應配合評鑑目的與對象及教育發展而作彈性調整。 四、英國教師評鑑制度是逐漸發展且有其特殊背景。 五、透過立法程序是教師評鑑工作制度化的重要關鍵。 六、觀念的宣導及地方性的實驗研究是教師評鑑制度重要的前導工作。 七、周延的程序及多元的目的是順利推動教師評鑑的重要因素。 八、充分的時間與資源是教師評鑑持續推動的關鍵要素。 九 、教師評鑑不是獨立的工作而是學校整體經營的一環。 十、教師評鑑必須結合相關教育政策才能發揮相輔相成效果。 十一、我國中小學教師成績考核亟需檢討修正。 十二、英國中小學教師評鑑制度足供我國參考。 十三、 建立我國教師評鑑制度時機已趨成熟。 根據研究發現及結論，本研究從以下三方面提出建議： 一、對改進我國現行中小學教師成績考核制度缺失之建議：重新界定教師成績考核之目的；重新規範教師評鑑之範圍；建立多元化的教師成績考核方式；重新建立合適的教師成績考核程序；健全考核委員會之組織；擴大教師成績考核結果之運用；健全教師成績考核申訴制度；明定各級主管教育行政機關應有的角色。 二、對建立我國教師評鑑制度之建議：研究者提出下列五個階段，供作建立我國教師評鑑制度之參考：研議階段；宣導溝通階段；建立共識階段；法制化階段；正式實施階段。 三、對未來研究之建議：持續對先進國家教師評鑑制度進行深入探究；鼓勵學校進行教師評鑑的實驗研究；從事教師評鑑與教師專業發展、學校發展及教育品質關係的實證研究；進行教師評鑑與獎金及薪資關係的實證研究；加強現行教師成績考核制度之研究。 / By means of documents analysis, literature analysis, comparison, induction, and field work of interview, this research is aimed at investigating both the theoretic basis, the nature, and the meaning of teacher appraisal, and the development, the structure and the characteristics of British system of teacher appraisal. Furthermore, some practical suggestions are put forward for our teacher appraisal here. Conclusion 1. Teacher appraisal plays an important role in the trend of the professional ization of educational enterprise. 2. Teacher appraisal possesses multifarious purposes. 3. The mode of teacher appraisal should be flexibly modified according to the purpose, the target of educational appraisal, and the educational development. 4. The system of British teacher appraisal had developed stet by step and has its particular background. 5. The process of legalization is the key factor in the institutionalization of Teacher appraisal. 6. Both the dissemination of ideas and the regional experiments and studies are the significant prerequisites of teacher appraisal. 7. Complete and detailed procedures and multifarious goals are the key elements in the success of teacher appraisal. 8. Sufficient time and resources are important for promotion of teacher appraisal. 9. Teacher appraisal is part of, rather than independent of, the whole system of school education. 10. Teacher appraisal and educational policy should be connected with each other for the most benefits. 11. It is necessary to examine and modify our system of both middle and primary school teacher appraisal. 12. British system of middle and primary school teacher appraisal can be referred to for the improvement of ours. Suggestions 1. The suggestions about how to advance our current system of middle and primary school teacher appraisal. (1) Redefine the purpose of teacher's achievement assessment. (2) Rebuild the range of teach appraisal. (3) Establish multifarious ways of teacher achievement assessment. (4) Reproduce the suitable procedure of teacher's achievement assessment. (5) Reorganize the assessment committee. (6) Extpand the application of the consequences of teacher achievement assessment. (7) Ameliorate the appealing system of teacher's achievement assessment. (8) Specify clearly the de jure roles of educational organizations at every levels. 2. The suggestions about how to establish our system of teacher appraisal. Five steps are raised as follows: (1) The stage of planning; (2) The stage of dissemination and communiction; (3) The stage of the formation of consensus; (4) The stage of legalization; (5) The stage of implementation. 3. The suggestions for the future (1) Keep on investigating in depth the teacher appraisal systems in developed countries. (2) Encourage the school authority to take action on the experiment and studies of teacher appraisal. (3) Take up the empirical studies of the relationships among teacher appraisal, teachers' professional development, and educational quality. (4) Carry out the empirical studies of the relationship among teacher appraisal, scholarship, and pay system. (5) Strengthen the studies of the current assessment system of teachers' performance.

本研究旨在瞭解桃園縣市國民中學英語資優教育實施現況及相關問題，並探討桃園縣市設有英語資優班之國民中學，95年度資優教育評鑑後之實施現況與95年度資優教育評鑑結果之關係，最後提出建議供教育行政單位及學校規劃執行英語資優教育之參考。 本研究以自編之「桃園縣國民中學英語資優教育實施問卷」為調查研究工具，以桃園縣市6所設有英語資優班國民中學之教育人員為問卷調查對象，計回收有效問卷265份，所得資料以SPSS for Windows 12.0統計套裝軟體進行統計分析，之後根據問卷調查之結果，訪談桃園縣市英語資優班學校之校長、主任、組長、導師等7名，主要結論如下： 一、桃園縣市國民中學英語資優教育整體實施現況良好，平均值為 3.89，各面向平均值在3.53以上。 二、桃園縣資優教育評鑑實施成效良好。 根據研究結果，對行政單位及學校建議如下： 一、給予各校特教推行委員會應有的重視與協助。 二、重新評估並調整特教通報系統之資料。 三、辦理教師在職進修英語資優教育相關學分。 四、提出獎勵辦法，增進親師生參與相關活動的意願。 五、妥善規劃英語資優教育相關配套措施。 六、增設資優教育組，負責英語資優班相關業務。 七、建立校內外人才庫，供學校彈性運用。 八、各校應明確訂定英語資優班學生的進退場機制，並確實執行。 九、加強執行資優班學生之輔導工作。 / The study aimed to realize the implementation and related issues of English gifted education of junior high schools in Taoyuan area and to explore the relation between the implementation and the outcome of the gifted education evaluation in the 2006th academic year. Based on the findings from this study, some suggestions were given lastly as reference for both the school gifted education administrators and educators. The research adopted the self-made “The questionnaire of the English gifted education implementation of the junior high schools in Taoyuan County” as the investigation measure. The educators in six junior high schools having English gifted classes are the investigation subjects of the questionnaire. 265 effective samples were received and analyzed with the SPSS statistic software (for Windows 12.0). Afterwards, the interview outline was drawn up according to the statistic analysis. Seven educators related to the English gifted class in Taoyuan City were interviewed. Finally, the statistic and interview results were analyzed and anatomized, and the conclusions were given below: 1. The implementation of the junior high school English gifted education in Taoyuan area is good. 2. The effect of the evaluation of the gifted education in Taoyuan area is good. According to the result of the research, the suggestions for the administrators and the school were summarized as follows: 1. To pay attention to and provide assistance to the special education promotion committee (SEPC) in each school 2. To assist teachers to take in-service learning courses regarding English gifted education 3. To make good plans for relative measures of English gifted education 4. To put into practice and take effect the criterion for gifted students to enter or exit the English gifted classes 5. To enhance the counseling for English gifted students Key Words: gifted evaluation English gifted

「學校自我評鑑」係指學校自發性針對學校行政、教學(育)、設備、師資等全方位之評估與檢視，藉以全面瞭解辦學成效，俾利改進缺失、克服困難，發揮學校經營優勢，導引校務發展。 本研究的主要重點可以分成下列三點來說明： （一）透過文獻分析的方式探討高級中學自我評鑑的方法及模式，並透過此模式研訂學校自我評鑑指標及評鑑指標規準。 （二）研究方法係利用概念構圖原理(concept mapping)，研擬學校校務自我評鑑指標。 （三）建立校務自我評鑑檢核表、指標權重的統計方式及整體自我評鑑評結果分數的呈現。 透過此方式，學校評鑑參與人員，根據學校組織情境與需求所診斷的結果為本位，在自發、自主的內在動機下，發揮自身的潛能，確其優勢，以解決問題與缺失，促進改善，並在所面臨的外在環境可能擁有的機會下，發揮學校最大效能，以發展其特色的一種學校評鑑的歷程。 關鍵字：學校自我評鑑 概念構圖法 學校評鑑指標 / The school self-evaluation refers to the omni-directional evaluation and inspection coming from the school spontaneity in view of school administration, teaching, equipment and teachers. By means of the appraisal, we may comprehensively realize the school effect in order to improve flaw, overcome difficulties, display the superiority of the school management and guide the school development. The primary intention of the research is redacting the index of school self-evaluation. The research technique uses the Concept Mapping to draw up the self-evaluation index of the school and transfer the index as the questionnaire survey tool about school self- evaluation meter. It could be the important reference for school self-evaluating and school improvement in senior high school. Through the way, the participates in self-evaluation, according to the diagnostic result from the school organization situation and the demand, do themselves justice in potential under spontaneous and independent intrinsic motives, determine its superiority and solve problems and flaws to promote improvement. Besides, bring as much potency as school can into play and develop school characteristic as a kind of school evaluation under the possible opportunity in the external environment. Keywords：School self-evaluation Concept Mapping Indicator of School self-evaluation