本研究依研究目的，以文獻分析探討高中職社區化之理論及相關研究，以問卷調查法進行瞭解台北區高中職社區化之情況。本研究問卷有兩種：一為「台北區高中職社區化推動情形調查表」，以台北區所有高中職為樣本學校，每校1份問卷，以教務主任或承辦人員為調查對象，以瞭解台北區高中職社區化之推動現況、面臨困難和可行作法；二為「台北區高中職社區化實施意見調查」以台北區高中職校長、教務主任、承辦組長、教師會理事長、各學科召集人、各年級級導師、家長會長、家長為研究對象，以探討台北區高中職社區化政策與實施之成效認同、支持態度、參與意願；將本研究所得之資料分析方法為次數百分比、獨立樣本平均數考驗（t-test）、單因子變異數分析（ANOVA）、鄧肯（Duncan）事後考驗等統計分析，探討各變項間的關係。茲將研究結論與建議分述如后。 綜合上述，本研究結論如下： 一、 高中職社區化政策受到教師與家長頗高支持，值得教育部繼續推動• 二、 為使高中職社區化能永續推展，政府應有相關配套措施，以求穩健踏實。 三、「家長會長」、「家長」、「41∼50歲」、「綜合高中」對高中職社區化的成效，持較高的認同度。 （一）「家長會長」、「家長」比「學科召集人」、「級導師」、「教師會理事長」對高中職社區化的成效，持較高的認同度。 （二）「41∼50歲」比「31∼40歲」的教師與家長，對高中職社區化的成效，持較高的認同度。 （三）「綜合高中」比「高中」「高職」的教師與家長，對高中職社區化的成效，持較高的認同度。 四、不同的學校性質、學校類別、學校所在地，對高中職社區化面臨的困難有不同看法。 （一）公立高中職在高中職社區化推動過程中，面臨的困難多於私立高中職。 （二）高中在高中職社區化推動過程中，面臨的困難多於高職。 （三）鄉鎮地區高中職，在高中職社區化推動過程中，面臨的困難多於縣轄市地區高中職。 五、不同的學校性質、不同的學校所在地之教師與家長，對台北區高中職社區化的成效，看法已漸趨一致性。 六、八成以上教師與家長一致認為，高中職社區化能提供學生多元學習環境。 七、八成五以上教師與家長一致認為，高中職社區化能為學校與社區之間建立良好的互動關係。 八、高中職社區化之推展，要破除競逐明星學校尚有困難。 九、高中職社區化之推展，無法減輕學生的升學壓力。 十、高中職保障社區國中生就近入學之比率以21％∼30％最適當。 十一、綜合高中的推動，能促進高中職社區化的發展。 十二、完全中學的設立，能促進高中職社區化的推動，並具有協助學校社區化的功能。 十三、依各校社區學生入學比率，繼續提供績優學生每人每學期一萬元之獎學金，有助於高中職社區化的推動，值得繼續支持。 十四、高中職社區化的推動，能為十二年國教的實施奠定基礎。 依據上述之結論，提出對高中職社區化之教育主管機關、參與高中職社區化專案合作學校、及後續研究之建議： 一、對教育行政主管機關之建議 （一）不同的學校性質、學校類別、學校所在地和不同的職務或身分的教師與家長，對推動高中職社區化的支持態度頗高，值得繼續推動。 （二）高中職社區化實施近三年面臨諸多困難，亟待解決與突破。所以高中職社區化之推動，應緩步前進，以求穩健踏實。 （三）九十四學年度高中職保障社區國中生就近入學的最適當比率以21％∼30％最適當，建請教育制定政策參考。 （四）綜合高中是高中職社區化推動的核心，以此核心概念，來推展高中職社區化，進而整合社區內課程、師資、設備等資源，以符應高中職社區化精神，讓學生適性學習，成為「社區型綜合高中」。 （五）完全中學的成立與直升，都有學校社區化及就近入學之目的，又是實現區域高中與達成社區中學的理想，又能促進高中職社區化的推動，亦即是完全中學具有協助學校社區化的功能，應多鼓勵。 （六）約有八成三教師與家長認為依各校社區學生入學比率，繼續提供績優學生每人每學期一萬元之獎學金，有助於高中職社區化的推動，教育主管機關值得繼續支持。 （七）民意對十二年國教之實施是有期待，也是高中職社區化願景之一。為使十二年國教奠定基礎，可透過高中職社區化之實施，逐步解決後期中等教育的問題，以均衡公私立、高中職、城鄉等教育資源，逐步體現教育之目標。 （八）宣導活動應由教育部統一規劃，和各適性學習社區之召集學校、核心學校、參與學校之上下通力合作，全力以赴。宣導成效必須達各級學校、各社區，以化解教師、家長、社區對政策的不安與疑慮，進而凝聚共識，以利政策推動。 （九）為使高中職社區化能永續推展，政府應有其他相關配套措施。 二、對參與高中職社區化合作學校之建議 （一）建立基礎網絡部分之建議 （二）辦理適性課程改進之建議 （三）建立適性輔導機制之建議 三、對後續研究之建議 （一）研究範圍 （二）研究對象 （二）研究方向 （四）研究方法

本研究旨在探討高中職社區化與學校效能之間的關係。除探討高中職社區化、高中職學校效能之內涵及現況，瞭解教育人員及家長之人口變項及學校背景變項在高中職社區化及學校效能得分的差異情形外，亦分析高中職社區化與學校效能之相關程度，並探討高中職社區化對學校效能的預測情形。 本研究係以竹苗區公私立高中職教育人員及家長為研究對象，以「竹苗區高中職社區化與學校效能之相關研究意見調查問卷」為工具進行研究，內含基本資料，竹苗區高中職社區化意見調查表，高中職學校效能量表三部份。研究工具之信度、效度良好。正式施測有效樣本646位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、不同性別的教育人員及家長在高中職社區化的整體認知上，並無顯著差異。就各向度而言，亦不存在顯著差異。 二、「51歲以上」的教育人員及家長在高中職社區化的整體認知上高於其他年齡層。 三、「26年以上」服務年資的教育人員在高中職社區化的整體認知上高於其他年資。 四、「家長會長或代表」在高中職社區化的整體認知上高於其他職務者。 五、不同學校類別不會造成教育人員及家長在高中職社區化整體認知上有差異。 六、「私立學校」的教育人員及家長在高中職社區化整體認知上高於公立學校。 七、不同學校所在地不會造成教育人員及家長在高中職社區化整體認知上有差異。 八、「24班以下」及「51班以上」之學校規模的教育人員及家長在高中職社區化整體認知上高於「25-50班」。 九、男性教育人員或家長對整體學校效能的認知高於女性。 十、「41歲以上」的教育人員或家長對整體學校效能的認知高於「40歲以下」。 十一、「26年以上」服務年資的教育人員在整體學校效能認知上高於其他年資者。 十二、「校長」在整體學校效能的認知上高於其他職務或身份者。 十三、「高中」之教育人員及家長對整體學校效能的認知高於「高職」及「綜合高中」。 十四、「私立學校」之教育人員及家長對整體學校效能的認知高於「公立學校」。 十五、不同學校所在地不會影響教育人員及家長對整體學校效能的認知。 十六、「51班以上」之規模的教育人員及家長對整體學校效能的認知高於「50班以下」。 十七、教育人員與家長在高中職社區化各向度及整體的態度愈佳，則學校效能愈高。 十八、高中職社區化之「資源共享」與「參與支持」二向度對學校效能各向度具有預測力。 十九、高中職社區化之「資源共享」與「參與支持」二向度對整體學校效能具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、高中職教育人員及未來相關研究之參考。 / The purpose of the study is to explore the relationships between Community Senior High School and School Effectiveness. The study aims at four dimensions. The first one is to explore the reality for Community Senior High School and Senior High School Effectiveness. Secondly, the researcher also investigated the differences of school staff and householder’s demographic variables and school’s background variables among Community Senior High School and School Effectiveness. Thirdly, the study analyzes the relationships among Community Senior High School and School Effectiveness. Finally, the study explores the predicative power of Community Senior High School and School Effectiveness. This study employed questionnaires as the method of study. The subjects were 646 educational staff randomly sampled from Senior High Schools and householders in HsinChu and Miaoli area. Data were analyzed using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis and Multiple stepwise regression analysis. The major findings are as follows: 1. There is no significant difference in overall cognition of Community Senior High School among teachers and parents of different genders. There is also no significant difference among all dimensions. 2. Teachers and parents aged above 51 have better conception of Community Senior High School than other age groups. 3. Teachers who have served for more than 26 years have better understanding of Community Senior High School than those of less than 26 years of service. 4. President and Representative of parent committee have better cognition of Community Senior High School than other school-position groups. 5. There is no significant difference in overall viewpoint of Community Senior High School and Vocational School among teachers and parents at different kinds of schools. 6. Teachers and parents of private high schools have better understanding of Community Senior High School than those of public schools. 7. The location of schools makes no significant difference in the conception of Community Senior High School among teachers and parents. 8. Teachers and parents of the schools having less than 24 classes and more than 51 classes have a better picture of Community Senior High School than those of the schools with 24 to 50 classes. 9. Male teachers and parent have better sense of School Effectiveness than female ones. 10. Teachers and parents aged above 41 have better conception of School Effectiveness than those under 40. 11. Teachers who have served for more than 26 years have better understanding of School Effectiveness than those less than 26 years. 12. The school principal has better cognition of School Effectiveness than the ones of different positions in school. 13. Teachers and parents of senior high schools have better conception of School Effectiveness than those of vocational high schools and of comprehensive high schools. 14. Teachers and parents of private high schools have better understanding of School Effectiveness than those of public schools. 15. The location of schools makes no significant difference in teachers’ and parents’ conception of School Effectiveness. 16. Teachers and parents of the schools with more than 51 classes have a better picture of School Effectiveness than those of the schools with less than 50 classes. 17. The better the attitudes of teachers and parents towards the dimensions of Community Senior High School, the higher the School Effectiveness. 18. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for each dimensions of School Effectiveness. 19. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for School Effectiveness Based on the result of this study, some suggestions are made for educational administration, the Senior High School and Vocational School staffs and future study.

本研究旨在了解高中職藝術群教師工作壓力、復原力及幸福感之概況、不同背景變項高中職藝術群教師工作壓力、復原力及幸福感差異、不同背景變項高中職藝術群教師工作壓力、復原力及幸福感間的關係及工作壓力及復原力對幸福感的預測力。 本研究以高中職藝術群教師為施測樣本，以「教師工作壓力量表」、中文版「成人復原力量表」及「中國人幸福感量表」為研究工具，共發出問卷246份，有效樣本168份。所蒐集的資料採用t考驗、單因子變異數分析、皮爾遜積差相關、逐步迴歸進行資料分析，最後獲致四項結論： 一、 高中職藝術群教師工作壓力屬中下程度，其中以「工作負荷」的工作壓力感受程度最高，「教學輔導」次之。其復原力屬中上程度，其中以「社會資源」復原力得分最高。高中職藝術群教師幸福感屬中上程度。 二、 背景變項不同之高中職藝術群教師工作壓力、復原力及幸福感的差異為： 1.「男性」之高中職藝術群教師在整體復原力及「個人強度」、「社交能力」、「未 來組織風格」復原力方面高於「女性」高中職藝術群教師。 2.「30至39歲」之高中職藝術群教師在整體工作壓力及「組織因素」、「工作負 荷」、「教學輔導」工作壓力高於「29歲以下」的高中職藝術群教師。「40歲以 上」高中職藝術群教師，在整體工作壓力及「組織因素」、「人際關係」、「工作 負荷」工作壓力高於「29歲以下」的高中職藝術群教師。 3.「未婚」之高中職藝術群教師在「專業知能」工作壓力上高於「已婚」高中職 藝術群教師，「已婚」高中職藝術群教師在「教學輔導」工作壓力及整體復原力 及「個人強度」、「社會資源」、「社交能力」復原力上高於「未婚」高中職藝術 群教師。 4.「學士」之高中職藝術群教師在「未來組織風格」復原力優於「研究所以上」 之高中職藝術群教師。 5.年資「15年以上」之高中職藝術群教師，其「組織因素」及「工作負荷」工作 壓力均高於年資「5年以下」之高中職藝術群教師。 6.學校規模方面，「49班（含）以上」之高中職藝術群教師 整體工作壓力及「組 織因素」、「教學輔導」分項工作壓力均高於「25-48班」之高中職藝術群教師， 「49班（含）以上」之高中職藝術群教師在「工作負荷」工作壓力高於「24班 （含）以下」之高中職藝術群教師，「24班（含）以下」之高中職藝術群教師在 「教學輔導」分項工作壓力高於「25-48班」之高中職藝術群教師。 三、 不同背景變項之高中職藝術群教師，其工作壓力、復原力與幸福感間的關係為： 1.不同背景變項之高中職藝術群教師，其工作壓力與幸福感間的關係皆為負相 關。 2.不同背景變項之高中職藝術群教師，其復原力與幸福感間的關係皆為正相關。 四、 高中職藝術群教師的工作壓力、復原力與幸福感的解釋力： 1.「專業知能」工作壓力可以有效預測高中職藝術群教師的「幸福感」，解釋總變 異量為29.8% 2.「未來組織風格」復原力可以最有效預測高中職藝術群教師的解釋力，解釋變 異量為35.2%；其次為「社交能力」、「個人強度」與「家庭團結」。 3.「未來組織風格」復原力、「專業知能」壓力、「社交能力」復原力的解釋力最 大，「個人強度」復原力及「教學輔導」壓力等五個變項，可以有效預測高中職 藝術群的「幸福感」，解釋總變異量為55.4%。 4.不同背景變項之高中職藝術群教師的復原力與工作壓力皆能預測其幸福感。其 中，以「24班(含)以下」高中職藝術群教師的「未來組織風格」復原力對幸福 感的預測力最高，達61.6%。 最後，依本研究所獲結論，分別對高中職藝術群教師、學校方面及後續未來研究者提出相關建議。

本研究旨在探討高中職教師之幸福感與個人背景、學校環境和人際關係間之關係，分層選取臺北地區公私立高中職教師1011人進行問卷調查，並以描述統計、t檢定、單因子變異數分析、雙因子變異數分析、相關分析和多元迴歸等統計方法進行分析。主要研究結果如下： 一、臺北地區公私立高中職教師之幸福感呈中上程度，人際關係各構面與其幸福感呈顯著中度正相關。 二、女性教師在人際關係的和諧度上顯著優於男性教師。 三、年齡越長、已婚、有兩位以上子女和越資深的教師顯著具較佳之人際關係與較高之幸福感。 四、學校規模在31至50班的高中職教師，其人際關係之整體層面及信賴度構面，不如30班以下的教師；在人際關係的合作度構面上，不如30班以下和51班以上的教師。 五、私立學校教師的人際關係信賴度顯著優於公立學校教師。 六、學校類型為完全中學的高中職教師，其人際關係整體層面、信賴度與自我揭露度構面皆顯著優於純高中之教師。 七、個人背景變項、學校環境變項（規模和屬性）與人際關係，並不會交互影響高中職教師的幸福感。 八、學校類型與人際關係會交互影響高中職教師的幸福感。 九、個人背景變項、學校環境變項及人際關係對高中職教師的幸福感具37.2%之預測力，其中人際關係中的合作度對教師幸福感的預測力最強，達到31.1%。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 / The purpose of this research is to investigate the relationships between the high school teachers’ interpersonal relationship, personal backgrounds, school environments and their sense of well-being. A self-administered questionnaire was distributed to the high school teachers in Taipei via stratified sampling. The valid sample size was 1011. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, two-way ANOVA, correlation analysis and multiple regression analysis. The major results of the study are as follows. 1.The well-being of high school teachers in Taipei was above the medium level. Significant positive correlations were found between the factors of interpersonal relationship and the well-being of high school teachers. 2.Female teachers maintained much more harmonious interpersonal relationship than male teachers. 3.Teachers who are older, senior, married, and have more than two children had better interpersonal relationship as well as higher level of well-being. 4.In the overall level of interpersonal relationship and reliability factor, high school teachers teaching in medium-sized schools (of 31 to 50 classes) had poorer performance than those in small-sized schools (of 30 classes and under). In the factor of interpersonal cooperation, they also performed poorer than those in large-sized schools (of more than 50 classes). 5.Private school teachers had higher level of interpersonal reliability than public school teachers. 6.Teachers at high schools with both junior and senior level students did better than those in the typical senior high school teachers as far as the interpersonal relationship, reliability and self-disclosure factors were concerned. 7.The well-being of high school teachers was affected by neither the interaction between their interpersonal relationship and personal background, nor the interaction between their interpersonal relationship and school environment. 8.Types of school and interpersonal relationship had interactive effects on the well-being of high school teachers. 9.The well-being of high school teachers was effectively predicted, up to 37.2%, by their personal background, school environment, and interpersonal relationship. The interpersonal cooperation had the strongest predictive power (31.1%) among all these independent variables. Both academic and practical implications based on the findings and discussions had been provided for the reference of future studies.

摘 要 本研究主要在探討高中職校長轉型領導、學校知識管理與學校效能的關係。為達成研究目的，首先進行轉型領導(transformational leadership)、知識管理(knowledge management)及學校效能(school effectiveness)的相關文獻分析，並發展調查問卷初稿，經過預試後之項目分析及因素分析等過程，據以建構「高中職學校狀況調查問卷」研究工具。隨後依學校所在地區分為北區、中區、南區及學校類別屬於高中或高職，採分層叢集隨機取樣之方式，抽取台灣地區之高中職學校教師1300人進行問卷調查，問卷回收率為91.62%，剔除無效樣本31人，有效樣本人數為1160人。研究資料，使用SPSS for Windows 11.5版進行統計分析；依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行單因子變異數分析（one-way ANOVA），考驗不同背景變項之差異情形，並以Scheffé法進行事後比較；另以典型相關（canonical correlation）、皮爾遜積差相關（Pearson product-moment correlation）及逐步多元迴歸分析（stepwise multiple regression analysis）等統計方法，了解校長轉型領導、學校知識管理與學校效能各層面間的相關及預測情形；最後並以訪談做深入之探討。綜合文獻分析、問卷調查之統計考驗及訪談資料分析，本研究獲得以下結論： 一、目前高中職校長之轉型領導最常使用「建立願景」，較少使用「個別關懷」；知識管理較為注重「顯性知識」及「知識中心」層面；學校效能則關注於「行政領導」及「學生表現」層面。 二、教師服務學校校長為男性者，其在轉型領導各層面及整體層面的知覺，顯著高於服務學校校長為女性者。 三、高中職校長轉型領導、學校知識管理及學校效能的知覺，隨背景因素不同而有顯著差異：高中職之男性教師高於女性教師；年長資深教師顯著高於年輕資淺教師；兼任行政職務之教師顯著高於未兼行政職務之教師；私立高中職學校教師顯著高於公立高中職學校教師；中南部高中職教師顯著高於北部高中職教師。 四、高中職校長轉型領導與高中職學校知識管理有顯著相關。 五、高中職「校長轉型領導」、「學校知識管理」各層面與「學校效能」有高度相關。 六、高中職「校長轉型領導」各層面變項，對「學校效能」的解釋變異量約為61.9%，以「啟發才智」最具有預測力。 七、高中職「學校知識管理」各層面變項，對「學校效能」的解釋變異量達59.2%，以「人員系統」及「隱性知識」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、高中職校長、學校及後續研究提出建議，提供校長轉型領導、學校知識管理及提升學校效能之參考。 / Abstract This study aimed to explore the correlations among three factors, i.e. school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals. In order to achieve the objective of this study, the methods of literature review about the correlated themes were first adopted, and then this study proceeded to do the first draft questionnaire survey. After the processes of item and factor analysis from the prior test, the research instrument–“The questionnaire of senior/vocational high schools” was formed according to the above analysis. Afterward, all schools here were divided into north district, middle district, south district, senior high and vocational high based on their location and category to do cluster sampling. The survey subjects included teachers from senior high and vocational high schools in Taiwan, namely, 1300 teachers were sampled through the way of random. The rate of retrieve was 91.62% and the valid samples were 1160 copies, exclusive of the ineffective samples. The research data acquired was analyzed by SPSS for Windows 11.5 version based on the research purpose. The statistic procedures included the means, standard deviation and one-way ANOVA, examining variances in different variables. Scheffé method was used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation, Pearson & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of transformational leadership from principals, knowledge management in schooling and school effectiveness. Further exploration on the issue was made through the interviews. According to the integrated analysis, which was from the adoption of research methodologies of literature review, questionnaire survey and interview. And the conclusions were as follows: 1. For the topic of “Transformational leadership of a principal from senior /vocational high schools”—The way of “establishing perspective” was used instead of “individuals concerns” commonly; And “dominate knowledge” as well as “knowledge center” were emphasized on the issue of knowledge management. With regard of the theme of school effectiveness, the “administration leadership” and “students’ behavior” were paid much close attention to. 2. Male principals performed much higher effectiveness than female principals on the transformational leadership in consciousness. 3. The consciousness from transformational leadership, knowledge management and school effectiveness differed greatly from backgrounds. Male teachers were higher than female teachers. Experienced teachers were more superior to new teachers. Teachers served in administration position were more excellent than common teachers. Teachers from private schools were finer than those from public schools. Teachers from middle or south Taiwan were greater than those from north Taiwan. 4. There were remarkable interrelations between “ transformational leadership” and “ knowledge management”. 5. The strong interrelation among the “transformation leadership”, “knowledge management” and “school effectiveness” occurred obviously. 6. The cumulative variance of transformational leadership to the school effectiveness was about 61.9%. And the “inspired intelligence” possessed strongly predictable effects. 7. The cumulative variance of knowledge management to “school effectiveness” was about 59.2%. And “ the staffing systems” and “ recessive knowledge” held the strongly predictable effects. According to the conclusions of this study, the further suggestions were provided to the department of educational administration, principals from senior/vocational high schools and schools for reference and the views of promoting research about “transformational leadership”, “knowledge management” and “school effectiveness” were raised also.

本研究旨在探討台北縣立高中職附設高中職進修學校學生的學習滿意度，作為教育行政機關與學校因應成人學習者終身學習的參考。本研究以台北縣的公立高中職為範圍，包括樹林、清水、三民、海山、永平、秀峰、錦和、安康、三重以及鶯歌高職等十所縣立高中職附設高中職進修學校作為研究對象。各縣立高中職附設高中職進修學校的學生，共計1429人，進行問卷調查。所使用的研究工具為「台北縣立高中職附設進修學校學生學習滿意度調查問卷」，內容包括教師教學、課程內容、學習環境、行政服務等四構面。問卷回收情形，共計收回1220 份，有效回收率為85％。本研究所使用 的統計方法，包含描述性統計、獨立樣本 t 檢定、單因子變異數分析與Scheffe 事後多重比較檢定等方法。 本研究結論如下： 一、高中職附設進修學校學生對於在校學習滿意度，整體而言尚屬滿意。 二、高中職附設進修學校學生滿意度最高的層面為教師教學：於「教師的口 語清楚，教學重點掌握」、「師生互動模式」滿意度較高；「教師使用 視聽媒體能力」滿意度較低。 三、高中職附設進修學校學生滿意度最低的層面為課程內容：只有「課程有 助於促進自我學習」一項滿意度較高；而「課程安排與個人需求相符 合」及「課程內容幫助社區發展與進步」屬於滿意程度較低者。 四、學習環境層面有待改善：「班上同學相互關懷情形」及「班上同學相處 融洽情形」滿意度較高；「班級桌椅的安排適當」及「廁所使用方便與 清潔」等項滿意度較低。 五、行政服務層面仍有改善空間：「註冊手續的方便性」及「提供停車服 務」滿意度較高；而「提供課外學習活動諮詢」及「圖書館開放的時 間」的服務滿意度較低。 六、性別、家庭總收入、上學交通時間及學校歷史等4個背景變項中均未達 顯著差異。 七、年齡、年級、職業、婚姻狀況、教育程度、工作年資及學校性質等7個 背景變項的部分層面中達顯著差異 最後，本研究根據以上結論，分別針對政府、高中職附設進修學校、教師及後續研究提出數點建議。 / The study attempts to understand the degree of learning satisfaction among affiliated adult schools in Taipei county high schools and vocational high schools so as to provide references about lifelong learning of adults for the educational authorities concerned. The subjects of the study include 1429 adult students in nine different county high schools and one vocational high school.There were 1220 valid questionnaires were compiled and the valid percentage was 85%.The contents of the questionnaires include the following four aspects:teaching ,curriculum,learning environment,and administrative service.The tools used in the study include descriptive statistics,t-test,one way ANOVA and scheffe’s posterior comparisons. The results of the study are presented as the following: 1.The general degree of learning satisfaction among the adult students in the affiliated high schools is above average. 2.The aspect of teachers’teaching is the most satisfactory part, with the items of “clear and organized teaching, harmonious interaction more satisfactory” than the item of “teachers’abilities of using audio-visual teaching aids .” 3.The aspect of curriculum is the least satisfactory part, with the item of “courses provided are beneficial to future self-learning” more satisfactory than the items of “the arrangement of course meet individual needs”and “the contents of the courses benefit the development and improvement of the community.” 4.The aspect of learning environment desires to be improved, with the items of “concerning classmates” and “getting along well with classmates” more satisfactory than the items of “the appropriate arrangement of desks and chairs” and “the availability and hygiene of the toilets.” 5.The aspect of administrative service also desires to be improved, with the items of “the convenience of enrollment” and “the availability of parking space” more satisfactory than the items of “the availability of consulting extracurricular activities” and “the availability of library service.” 6.Four background variables, including gender, total family income, commuting time, and school history, are not significantly different in the study. 7.Seven background variables, including age, grade, career, marital status, background of education,work seniority, and school quality, are significantly different in the study. Finally, based on the above results, the study has presented some suggestions to the government, the affiliated adult high schools and vocational high schools, teachers and future researchers.

本研究欲探討個人知識論信念、創造性人格與創意生活經驗整體及各因素間的相互關係，最後並瞭解三者間的關連性。研究使用改編之「高中職生個人知識論信念量表」、「創造性人格量表」、以及吳靜吉（2002）等人所編製之「創意生活經驗量表」三種量表進行構念測量。分為北、中、南三區分層取樣，共803名受試，有效樣本共745人。問卷回收後，以描述性統計、Cronbach’s α信度係數、探索性因素分析、驗證性因素分析、皮爾森積差相關、獨立樣本t檢定、多元迴歸分析、及典型相關分析進行信效度考驗及各項研究問題分析。 研究結果顯示： （1）高中職二年級學生個人知識論信念比一年級學生偏向純真型信念、更相信學習能力天生，且較不具創造性人格特質。 （2）越持純真型個人知識論信念者，則其在人格特質上越不依從傳統、越不機 智靈巧、也越不自主勇敢。 （3）個人知識論信念越偏向純真型信念者，則其在創意生活經驗中的「運用新 知精益求精」、「開放心胸」、「製造驚喜意外」及「舊瓶新裝」四個領域上 的經驗越少。 （4）當個體越具有創造性人格，就擁有越多創意生活經驗。 （5）越持純真型個人知識論信念者，越不具有創造性人格特質；越不具有創造 性人格特質者，也有較少的創意生活經驗產生；但個人知識論信念的傾向， 對個體創意生活經驗並不具有直接的影響力。 （6）個人知識論信念越「未分化」，則越不具有「創造性人格」，也越不常有「創 意生活經驗」。 由研究結果，建議可透過對學生個人知識論信念的調整，而間接促成創造力之有效提升。以下提出幾點對於教學實務上之建議： （1）讓學生透過「覺察、反思、行動、實踐」的歷程進行學習。 （2）採用跨領域及討論式之教學方法進行教學。 （3）增強學生對學習的正向思考。 另提出對未來研究之幾點建議： （1）可對個人知識論信念之「依領域而不同」進行探究。 （2）以「實驗研究法」探討個人知識論信念與創造力之關係。 （3）針對高中職階段學生的「智力本質觀」與學習動機之相關進行探究。 / This study is to explore the relationship among personal epistemology belief, creative personality and creative life experience. Three scales were used to measure those constructs, “Personal Epistemology Scale for High School Student”, “Creative Personality Scale”, and “Creative Life Experience Scale”. There are 803 high school students from north, middle and south areas of Taiwan participated in this survey. The descriptive statistic, Cronbach’s α coefficient analysis, explorative factor analysis, confirmative factor analysis, Pearson’s correlation analysis, independent student test, multiple regression analysis and classical correlation analysis were used to analysis data. The main findings of this study were: 1. The personal epistemology belief of second grade high school students were naiver than first grades students, and with less creative personality. 2. The one who tends to hold naïve personal epistemology belief, may obey tradition less, and with less witty and braveness. 3. The one who tends to have naïve personal epistemology belief, would have less creative experience. 4. The one with more creative personality, the more creative life experiences he or she has. 5.The less differentiation of personal epistemology belief, the less creative personality and creative life experience one has. Based on the findings, the following were suggested for teaching and future research: For teaching: 1. Learning by “knowing, reflection, action and practice” 2. Using cross-areas and discussion instruction. 3. Strengthen students’ positive thinking for learning. For future research: 1. To investigate the domain specific of personal epistemology belief thinking. 2. Conduct the relation between personal epistemology belief and creativity by experimental method. 3. To explore the relations of high school students’ entity intelligence belief and learning motivation.

本研究旨在探討，桃園縣高中職學校行銷制度及現況、學校教育人員對行銷策略認知與運作情形、執行學校行銷之困境。有效樣本數445人，回收率為75.4％，利用問卷調查法，透過統計分析，得出本研究結果如下： 一、桃園縣高中職教育人員，對校行銷單位編制不甚瞭解，且各校大都未設置負責行銷工作之專責單位。 二、推動學校行銷的最理想方式傾向於設置專責之行銷業務單位。 三、推展學校行銷的最主要內容為營造良好的學習環境及教學設施特色。 四、學校行銷主要推廣主要對象為，本校家長會及學生家長級及本縣國民中學成員。 五、學校行銷首要功能在於有利籌募校務發展基金或經費，拓展學生來源並招收到優秀學生，提升學校整體知名度及形象。 六、學校辦理有關行銷活動中，以建置網頁公告訊息與特色，赴各國中演講和宣傳，發行刊物宣傳教學成果與活動最有成效。 七、學校教育人員普遍肯定學校行銷策略的重要性。 八、學校行銷策略層面的重要性認知與實際運作看法之間有明顯的落差，其中以產品策略落差最大。 九、不同背景變項在整體學校行銷策略重要性與學校實際運作認知程度的差異情形。 （一）男性教育人員，對學校行銷策略重要性認知得分顯著大於女性。 （二）對學校整體行銷策略認知重要性與實際運作，參加過行銷研習之教育人員的態度較未參加者積極。 （三）對學校整體行銷策略略認知重要性與實際運作，私立學校得分顯著大於公立學校，顯示私立學校比公立學校重視學校行銷工作。 （四）擔任或曾任行政工作年資「16年以上」的教育人員，對學校行銷策略重要性認知得分顯著高於行政年資「5年以下」、「6-10年」、「11至15年」的教育人員。 （五）教師兼行政工作者，對學校整體行銷策略實際運作，得分上顯著高於擔任「導師」職務的教育人員。 十、執行行銷策略上，遭遇的主要困境為缺乏專責單位的運作機制或專業的行銷人員，行政人員業務繁雜無暇兼顧策劃推動行銷活動，缺乏推展學校行銷之經費。 / The major purpose of this study is to examine the marketing system and current conditions in senior and vocational high schools in Taoyuan County, the importance of the marketing strategies and its actual operation, and the schools’ difficulties in putting the marketing strategies into practice. Testing was conducted with the sampling of 445 subjects, and 75.4％ of the questionnaires were returned. With the questionnaire as the research method, the data were subsequently analyzed with statistical means, and the conclusions were as follows: 1.The education personnel in senior and vocational high schools in Taoyuan County do not understand very well about the organization of the marketing department, so almost every school has not set up a marketing department. 2.To promote a school, the idealist way lies in the tendency to establish a new marketing department. 3.The major content of promoting school marketing is to build a satisfactory learning environment with satisfying teaching facilities. 4.The major targets of school promotion and marketing are: parents and parents association, and all of the junior high school students in Taoyuan County. 5.The major functions of the school marketing are to help raise school funds, to increase the source of new members of the students, to recruit outstanding students in this county, and to promote the image and the satisfaction regarding the school identification. 6.The most effective items in the schools’ marketing activities are establishing a school website as a communication platform, giving a promotion address in junior high schools, and issuing a publication to promote effective teaching activities. 7.The education personnel generally understand and recognize the importance of the school marketing strategies. 8.There is a distinct difference between the understanding of the importance of the school marketing strategies and the actual operation, especially in “product strategy.” 9.Different backgrounds create differences in understanding the importance of the overall school marketing strategies and in the actual operation. (1)The scores of the male education personnel are higher than those of the female education personnel in understanding the importance of school marketing strategy. / (2)Concerning the overall school marketing strategy and the actual operation, the education administers who have participated in marketing seminars are more positive than those who haven’t. (3)Concerning the overall school marketing strategy and the actual operation, the scores of the private schools are significantly higher than those of the public schools, showing private schools put more emphasis on school marketing than public schools. (4)In understanding the importance of school marketing, the senior education personnel with “more than 16 years’ history” of having participated in the administration department obtain higher scores than those having participated in the administration department but with the history of “less than 5 years”, “more than 6 years but less than 10 years”, and “more than 11 years but less than 15 years”. (5)Concerning the overall school marketing strategy and the actual operation, the teachers working as administrators at the same time obtain obviously higher scores than the ones working as homeroom teachers. 10.The major difficulties in executing the marketing strategies are : “the schools lack professional marketing department or marketing personnel to take charge of the marketing affairs,” “teachers working in the administration department are occupied with their own school business and don’t have enough time to participate in promoting the school marketing activities,” and “the schools lack the budget to promote school marketing.” Keywords: senior and vocational high schools, marketing, school marketing, school marketing strategy

摘 要 本研究旨在探討臺北縣市公私立高中職學校行銷策略實施現況。為達研究目的，首先係從臺北縣市公私立高中職學校的發展概況切入，探究臺北縣市區域、人口發展與高中職發展之因果關係，進而了解目前高中職學校在少子化及教育市場自由化的趨勢及衝擊下，所引發之經營困境，並利用問卷調查方法，以百分比、次數分配、平均數、標準差、t考驗與單因子變異數等方式進行統計分析，探討學校最佳行銷方式、最優先之行銷對象、學校行銷的主要功能、與不同學校背景變項實際運作行銷策略之狀況及差異情形，以期提供學校訂定最適宜且有利學校永續經營的行銷策略之參考。 本研究依研究目的所獲得之主要研究結論有以下幾點： 壹、臺北縣市公私立高中職學校在推展學校行銷方式上，認為以「設置學校行銷組或公關組--由副校長或校長秘書兼任組長」、「成立跨處室的行銷小組--由校長指派處室主任兼任組長」與「校長親自負責」之方式最佳。 貳、現行臺北縣市公私立高中職學校行銷策略，各項策略之通用性皆極高，尤以「產品策略」與「價格策略」最受重視，而對於「通路策略」、「人員策略」及「推廣策略」則展現較低排序。 參、臺北縣市私立高中職學校在學校行銷的認知、推行與執行困境的感受程度較公立高中職校為強，且高職的危機感較高中更為明顯，顯見現行私立高中職學校的辦學壓力，亟待重視。 關鍵字：臺北縣市公私立高中職、學校行銷策略 / Abstract With the intent to research the status quo of the marketing strategy for the public and private senior high and vocational senior high schools in Taipei City and Taipei County, this study is initiated into a profile of the development of the senior highs in Taipei, which explores the effect of the development of regions and populations on that of senior highs, moreover, probing into the managing difficulties resulted from decreased births and the liberalized educational market. By using poll-taking method, which employs the statistical analysis of percentage, frequency distribution, average, standard deviation, t-test and single-factor-coefficient of variation。 This survey quests for senior high schools’ optimal marketing strategies, the first-priority marketing target, major effect of school marketing, varied practical adaptation in marketing based on different factors of school background, hence, a reasonable guideline emerges for schools to constitute their most adapted marketing strategies that facilitate their sustainable management. The principal conclusions extracted from this research are as follows: 1. As far as school marketing is concerned, the following are currently being widely regarded as best approaches among the senior high schools in Taipei City and Taipei County: A. Setting up a school marketing section or PR section with a section chief concurrently assumed by vice-principal or secretary of the principal. B. Instituting a trans-departmental marketing section with a concurrent chief directly assigned by the principal from one of the section chiefs of the faculty. C. Being under the charge of the principal’s own fair hand. 2. Among the senior high schools in Taipei, the prevailing marketing strategies are highly universal, among which the “product strategy” and “pricing strategy” are especially emphasized, while “marketing channels,” “sales force strategy” and “promotion strategy” are ranked in lower priority. 3. In both Taipei City and Taipei County, with regard to the cognition, promotion and execution of school marketing, private senior high schools perceive more difficulty than public ones, hence, vocational schools appreciate stronger sense of crisis, revealing the crucial pressure on the survival of the private vocational senior highs. Key Words: The public and private senior high schools and vocational high schools in Taipei City and Taipei County, School Marketing Strategy

在現今資訊化的學校教育中，將資訊科技融入於課程、教材與教學中，並提供學習者有意義的學習歷程，以得到較佳的教學成效。是教師教學上必需學習的創新與突破。學校圖書館的功能在於蒐集整理與提供教學有關資料，以支援教師教學及協助學生學習，所以必需與教師建立密切的合作關係。 本研究主要探討我國高中職教師資訊科技融入教學現況、程度與圖書館支援教學策略。採用問卷調查法與焦點團體訪談，以獲得國內高中職教師在這些議題上的資料與看法，並提出有效支援教學之策略。 綜合而言，目前我國高中職教師資訊科技融入教學的現況為：(1)整體表現不佳；(2)教材製作面向表現較佳、溝通與分享面向表現不佳；(3)男性、40歲以下、最高學歷為科大學士、具有6-10年教學經驗、任教藝能類科、行政兼職擔任組長等條件教師表現較佳；(4)學校類型為公立高職、一年內參加資訊相關研習時數達24小時以上、圖書館使用頻繁（2天以上/每週）的教師，也有較佳的表現。 教師資訊科融入教學程度調查，引用國外LoTi量表，以八個簡單的層級數字，清楚地將教師資訊科技融入教學程度歸類。研究結果與現況相近，呈現：(1)整體融入程度「普通」；(2)融入層級以4a層級(整合-機械化)比例最高；(3)全體教師融入程度低中高層級比例為2：5：3；(4)男性、30歲以下、科大學士學歷、教學年資6-10年、任教藝能類科、近一年研習時數在19-24小時、任教於台北市、公立高中、擔任行政兼職主任、組長工作、經常使用圖書館的教師，程度表現較佳。 教師針對圖書館支援教學的需求與滿意程度，綜合研究結果為：(1)整體表現：教學需求非常強烈，但滿意程度不佳；(2)教學需求面向以「網路資源與電子資料庫」最高；「遠距教學支援」最低；(3)教師個人變項以公立高中教師、中層級(3-融入、4-整合) 融入程度，教學需求較高；(4)滿意程度面向以「軟硬體設備」較高；「遠距教學支援」較低； (5)屏東縣教師滿意程度低於台北市教師、私立高職教師滿意程度則低於其他類型學校教師。 綜合訪談結果，現階段高中職圖書館有效支援教學策略包括：(1)充實教學資源。圖書館本身需提供更豐富的電子書、電子資源及資料庫供教學利用；建構跨領域的教材、課程、評量學習平台…等；(2)提昇服務內涵。圖書館首先需有專業及熱忱服務團隊；定期辦理座談、資訊知能研習，瞭解師生需求並提高資訊養能；配合教學需求，進行主題資料蒐集與推薦…等。(3)建立獎勵制度。鼓勵教師與圖書館人員積極尋求教學上的合作，以利校內資訊科技融入教學的推動。(4)維持良好互動。與老師建立良好的關係是所有圖書館經營者首要的工作，也是圖書館活動推動成敗的關鍵。 最後，本研究為圖書館支援教學提出幾點建議，供相關單位參考：(1)多辦校內座談，了解老師需求；(2)鼓勵參加研習，提昇資訊素養；(3)教學作業指派，生活化數位化；(4)合作支援教學，訂定獎勵辦法；(5)圖書館員特質，需專業及熱忱；(6)增設支援編組，提供專業服務；(7)整合入口網站，連結網路資源；(8)區域資源整合，建電子資料庫 / In today’s informational education, information technology is fused into the courses, materials, and teaching also provides a meaningful learning progress to the learners for better teaching effect. These are the creativity and breakthrough that a teacher should have in teaching. The function of the school’s library is to collect and provide teaching materials to support teachers in teaching and students in learning. Therefore, it should have a close cooperative relationship with the teachers. This research is to discuss the situation, degree, and liberay-support-teaching strategy of the information technology brought in by high school teacher. We used questionnaire investigation and the group interview to gain the data and the opinion of the high school teachers on these issues. Later, propose effective strategies that support teaching. In general, the current status of high school teachers blend in the informational information is: (1) the integral performance is bad; (2) it’s better in making teaching tools but worse in communication and sharing; (3) male, age under 40, with highest degree of bachelor and 6-10 years of teaching experiences in the arts and also hold administration office has better performance; (4) teachers in public high school who make use of library a lot and attend information-related seminar for more than 24 hours within a year have better performance. For investigating teachers blend in information technology, we adapted LoTi scale with eight simple levels to classify the degree. The research result is similar to the current status that (1) the integral blend in degree is “average;” (2) blend in level 4a (integrate- mechanization) has the highest proportion; (3) the blend in ratio of entire teacher is 2:5:3, low-medium-high; (4) male, age under 30, with highest degree of bachelor and 6-10 years of teaching experiences in the arts, attend seminar for 19-24 hours within a year, teach in Taipei City with an administration position in public high school and often use the library has better performance The general resulf of the demand and satisfatory degree that teachers hold toward liberary support teaching are: (1) integral performance: strong teaching demand but bad satisfactor; (2) in the aspect of teaching demand, “Internet resource and electronic database” has the highest point; “long-distance teaching support” has lowest point; (3) teachers’ personal variables of public high school teachers, medium blend in level (3-benedly, 4- integrate) have higher teaching demand; (4) in the aspect of satisfactory, “soft- and hard-ware equipment” has higher point and “long-distance teaching support” has lower point; (5) the satisfactory of teachers in Pingdong County is lower than those in Taipei City; teachers in private vocational school has lower satisfactory than those teachers in other kinds of schools. The result of general interview is that the effective support strategy of high school library includes: (1) enrich teaching resource. Libraries should provide abundant electronic books, electronic resources and databases for teaching; establishes cross field material, courses, and evaluating learning platform, etc; (2) elevate service. The library should have a team with profession and enthusiastic; hold regular discussion, information knowledge seminar to understand the needs of teachers and students also increase informational content; cope with teaching demand and collect these data and make recommendations, etc.; (3) build up a reward system. Encourage teachers actively work with the librarians in favor of blending of school informational technology; (4) maintain good interaction. Having a good relationship with teachers is the primary work of all librarians and it also is the key to the success of the library activities. Finally, this research proposes several recommendations in library-support teaching for related units: (1) hold more in school discussion to understand the needs of the teachers; (2) encourage teachers to participate in the seminar to increase literacy in information; (3) assign teaching material with life and digitalize; (4) corporate in supporting teaching and draw reward regulations; (5) the quality of a libarian should be both professional and enthusiastic; (6) set up additional support team to provide professional service; (7) integrate access website to link to the Internaet resources; (8) integrate destric resource and set up electronic database.