本研究旨在瞭解國立高級中等學校校長遴選之現況，透過訪談遴選利益關係人，探討校長遴選制度的優缺點，要如何辦理遴選，才能協助學校選出最適合的校長，從不同的角度檢索遴選制度的配套措施，再依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎，並構築深度訪談題綱，分別訪談教師代表、家長代表、校長代表、教育行政代表、遴選委員代表等，共計訪談14位利益關係人。另外呈現3位不同類型校長的生命故事，供有志朝向校長之路的教育界人士參考。然後建立訪談逐字稿，依據訪談實錄，利用質性分析軟體MAXQDA進行編碼分析，最後依據研究結果進行討論與結論建議。 針對研究發現提出建議：1.辦理嚴謹的校長績效考評，2.建立校長候選人觀察制度，3.修改為筆試成績公佈後再選填志願，4.提早辦理新任校長遴選作業，5.建立儲訓制度，6.恢復候用期間的建議，7.深思二階遴選的意涵，8.均衡遴選委員代表結構，9.召開公聽會以達成遴選共識，10.建立高級中等學校教師分級制，11.建立遴選委員「遴選培訓認證」制，12.強制轉換跑道的校長要接受轉銜教育，13.建立校長申訴制度。 / The purpose of this study is to investigate the selection system of principals for national senior high schools. To begin with, the interviews are made among several beneficiaries. During the dialogues, the advantages and disadvantages of the selection system of principals are discussed. How to select the most suitable principal for schools? From different aspects, the principal selection committee’s organization and operation, the school operation for the selection system of principals are all examined here. First, literature review are adopted to be the foundation of the theory. In-depth outlines were constructed for the fourteen interviews among teacher representatives, students’ parents, principal representatives, administrational delegates, and selection committee representatives. Moreover, three genres of principals are well-depicted for reference. Word for word scripts were transcribed in terms of the qualitative content analysis through the software MAXQDA which generates decoding analysis. In the end, this study provides a discussion based on the research outcome and some suggestions for the policy. Some suggestions are stated as below: a. Conduct a discreet assessment of principals. b. Establish the observation system of principal candidates. c. Modify the procedure that “taking written tests and then elect to fill in the wish.” d. Start the whole system of selection of the new principals as soon as possible. e. Establish the system of pre-service training. f. Restore the pre-service training of new principals. g. Consider the meaning of two stages of selection system. h. Balance the structure of the principal selection committee members. i. Hold a public hearing for consensus. j. Establish the classification of teachers for high school teachers. k. Set up the training system for the members of principal selection committee. l. Set up the compulsory training for those principals who transfer to be another types of school. m. Establish the system of appealing for principals.

本研究旨在瞭解基隆市高級中等學校校長領導風格與校園危機管理之現況，並分析教師人口變項、教師危機管理變項、學校環境變項在校長領導風格以及校園危機管理的差異情形，最後探討校長領導風格與校園危機管理之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以「高級中等學校校長領導風格與校園危機管理調查問卷」(內含基本資料、校長領導風格量表與校園危機管理量表)為工具，以基隆市高級中等學校教師為研究對象，分層隨機抽取11所學校，共發出問卷330份，回收272份，有效問卷272份，有效回收率為82.4％。所得資料以描述性統計、t考驗、單因子變異數分析與 Scheff'e事後比較、 Pearson's積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果，歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談2位校長，以釐清及延續問卷調查之結果，並藉由整理訪談文字資料、編碼歸類整理，綜合問卷調查與訪談資料，進行研究結果的分析與討論。研究結論如下： 壹、基隆市高級中等學校校長領導風格與校園危機管理之現況， 均屬良好程度。 貳、教師不同性別、服務年資、最高學歷對校長領導風格各個層 面之感受，並無顯著不同；教師不同性別、服務年資、最高 學歷在校園危機管理各個層面的感知上，並無顯著不同。 参、主任在校長領導風格與校園危機管理之感知上較好。 肆、教師是否參與危機研習、處理危機經驗、成立危機小組在校 園危機管理之整體及各個層面的感知上，並無顯著不同。 伍、學校規模不同的教師在校長領導風格及校園危機管理之感 受，並無顯著不同。 陸、創校歷史在「21~50年」及「51年以上」之教師對校長領導風 格及校園危機管理之感受，較「10年以下」之教師感受深刻。 柒、校長領導風格與校園危機管理間，有顯著的正相關。 捌、校長領導風格對整體校園危機管理具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、高級中等學校校長、相關行政人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ leadership style and crisis management in Keelung high schools and to analyze the differences in teachers personal variables、teachers’ crisis management and school environmental variables. concerning principals’ leadership style and crisis management. Finally, it explores the relationship between principals’ leadership style and crisis management. This study employs the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Leadership Style Questionnaire and Crisis Management Questionnaire. Three hundred and thirty subjects are randomly selected from eleven high schools in Keelung city. A total of 272 questionnaires was returned. Out of those, 82.4% was valid (272 out of 330). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA. Scheff’e posteriority comparison, Pearson's product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, were interviewed to clarify and extend the findings of the survey. Then. the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1. The current development of principals’ leadership style and the crisis management in high schools are both above the average. 2. There is no significant difference in teachers’ experiences of principals’ leadership style in terms of gender, seniority and educational background; and, there is no significant difference in teachers recognition about crisis management in terms of teachers gender, seniority, educational background. 3. Teacher to act as director in schools give better recognition in principals’ leadership style; and, teacher to act as director in schools give better recognition in the crisis management. 4. There is no significant difference in teachers’ experiences about crisis management in terms of crisis study, crisis experience, and crisis management team background. 5. There is no significant difference in both principals’ leadership style and crisis management to teachers from schools of different scales. 6. There are significant differences in both principals’ leadership style and crisis management to teachers from schools of different history. 7. It shows significant positive correlation between principals’ leadership style and crisis management. 8. Principals’ leadership style demonstrates the predictability of crisis management in high schools in Keelung city. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, high principals, the director of schools and faculty for further study and reference.

本研究旨在建立高級中等學校校務基金績效評鑑系統， 並以「模糊德菲法」蒐集政策利害關係人意見，共建立5項構面29項指標。 本研究結論如下： 一、本研究共建立五大構面， 以構面權重高低排序分別為： 「財務收支及財產管理績效」（21.28%）、 「基金運用、預算編製及執行績效」（20.52%）、 「學校經營目標及經營計畫」（19.72%）、 「基金管理及學校組織運作」（19.51%）、 「學習品質及滿意度」（18.96%）。 二、依照各構面內指標權重高低，依序如下： （一）「財務收支及財產管理績效」構面內最重要者為「教學研究及訓輔費 用占業務成本與費用比率」。 （二）「基金運用、預算編製及執行績效」構面內最重要者為「建立預算編 製與執行作業程序」。 （三）「學校經營目標及經營計畫」構面內最重要者為「學校校務發展定位 與特色」。 （四）「基金管理及學校組織運作」構面內最重要者為「內部審核執行成效」。 （五）「學習品質及滿意度」構面內最重要者為「建立歷年校務基金報表公 開專區」。 最後，依據研究結論分別給予教育主管機關、學校以及後續研究相關建議。 / The purpose of this study is to establish a system about the performance evaluation indicators for the school funds of high schools in Taiwan. By using the fuzzy delphi method with opinions of stakeholder, the study consists of 5 dimensions and 29 indicators in total. According to priority of 5 dimensions, the conclusions are as follows： 1.“performance of financial receipts, expenditures and property management”(accounts for 21.28%) 2.“performance of funds, budget planning and execute”(accounts for 20.52%) 3.“performance of school management goal and planning ”(accounts for 19.72%) 4.“performance of fund management and school organization operation ”(accounts for 19.51%) 5.“performance of learning quality and satisfaction degree”(accounts for 18.96%) According to priority of intra-dimension indicators ,the conclusions are as follows： 1.In the dimension “performance of financial receipts, expenditures and property management”, the indicator “the ratio for teaching, research ,discipline and counseling cost to operation cost ” accounts for the most part. 2.In the dimension “performance of funds, budget planning and execute”, the indicator “establishing standard of procedure for budget planning and execute” accounts for the most part. 3.In the dimension“performance of school management goal and planning ”, the indicator “status and feature for school development” accounts for the most part. 4.In the dimension “performance of fund management and school organization operation ”, the indicator “performance of internal auditing” accounts for the most part. 5.In the dimension“performance of learning quality and satisfaction degree”, the indicator “establishing school-fund statements website over the years” accounts for the most part. According the conclusions, some suggestions had been proposed: 1. suggestions for ministry of education 2. suggestions for school administrators 3. suggestions for further study

本研究旨在探討高級中等學校分布式領導、學校創新經營與學校效能的現況及其彼此之關係。採用調查研究法，編製「高級中等學校分布式領導、學校創新經營與學校效能關係問卷」進行資料的蒐集，以臺灣地區公私立高級中等學校教師為研究對象，依學校類型、學校屬性、學校規模、所在區域等四種標準，分層抽取86所學校，共發出1192份問卷，回收1103份，回收率為92.5%，扣除無效問卷後，有效問卷為1052份。使用SPSS 18.0 for Windows及AMOS18.0 for Windows套裝軟體，進行描述性統計、因素分析、相關分析、t 考驗、變異數分析及結構方程模式等統計方法，獲得以下結論： 一、 「清晰的組織結構和績效責任」、「校園環境創新」、「行政公關績效」分別最能呈現高級中等學校分布式領導、學校創新經營、學校效能之效果。 二、 高級中等學校分布式領導、學校創新經營與學校效能現況屬於中高程度，分別以「營造信任的文化」、「外部關係創新」、「教師專業展能」得分最高，「清晰的組織結構與績效責任」、「校園環境創新」、「學生整體表現」得分最低。 三、 不同背景變項高級中等學校教師所知覺分布式領導現況達顯著差異者為：高中高於高職，私立學校高於公立學校，女性校長的學校高於男性校長，男性教師高於女性教師，51歲以上教師高於31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年的教師，擔任主任者高於組長、導師與專任教師，大學學歷的教師高於研究所以上學歷的教師。 四、 不同背景變項高級中等學校教師所知覺學校創新經營現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，男性教師高於女性教師，51歲以上教師高於31-40歲的教師，擔任主任者高於組長、導師與專任教師。 五、 不同背景變項高級中等學校教師所知覺學校效能現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，51歲以上教師高於30歲以下、31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年、11-15年的教師，擔任主任者高於組長、導師與專任教師。 六、 學校所在地區、學校規模、校長學歷、擔任校長年資四個背景變項不同之教師，所知覺高級中等學校分布式領導、學校創新經營、學校效能皆無顯著差異。 七、 高級中等學校分布式領導、學校創新經營與學校效能三者，兩兩之間皆為高度正相關。 八、 高級中等學校分布式領導可透過學校創新經營，增強對學校效能的正向影響力。分布式領導各層面對學校創新經營、對學校效能皆以「領導能量的投入」具有最大間接效果，其次依序為「清晰的組織結構和績效責任」、「自信推動變革的領導者」、「營造信任的文化」。學校創新經營各層面對學校效能的間接效果值由高而低依序為「課程活動創新」、「校園環境創新」、「外部關係創新」、「行政管理創新」。 最後，依據研究結論提出建議，供主管教育行政機關、學校及未來研究之參考。 / The purpose of this study is to probe into not only the current situation of distributed leadership, school innovative management and school effectiveness, but also their relationships with each other. With survey research method, a questionnaire entitled The Relationships Between Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools is applied to gather data from public and private high school teachers in Taiwan area. By employing the stratified random sampling method, there are 1,192 questionnaires sent out to 86 schools, based on their type, attribute, scale, and location. There are 1,103 questionnaires retrieved, making the response rate 92.5%, and there are 1,052 valid questionnaires after invalid ones deducted. The packages SPSS 18.0 for Windows and AMOS 18.0 for Windows are adopted to carry out descriptive statistics, factor analysis, Pearson correlation analysis, t-test, one-way ANOVA, and structural equation modeling. The findings of this study are as follows: 1. “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “The performance of administrative public relations” can best manifest the effects of distributed leadership, school innovative management and school effectiveness, respectively, in senior high schools. 2. The current situation of distributed leadership, school innovative management and school effectiveness in senior high schools belongs to high-intermediate level, with “Build the trustworthy culture,” The innovation of external relations,” and “The abilities of teachers’ professional development” attaining top marks, respectively, and “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “Students’ overall performance” scoring the lowest, respectively. 3. Some significant differences toward the current situation of distributed leadership perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years, serving as directors higher than section chiefs, homeroom teachers and full-time teachers, and teachers with undergraduate degrees higher than those with graduate degrees. 4. Some significant differences toward the current situation of school innovative management perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old , and serving as directors higher than section chiefs, homeroom teachers and full-time teachers. 5. Some significant differences toward the current situation of school effectiveness perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, teachers older than 51 years of age higher than those under 30 years old, 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years or 11-15 years, and serving as directors higher than section chiefs, homeroom teachers and full-time teachers. 6. Toward distributed leadership, school innovative management and school effectiveness in senior high schools, there is no significant difference perceived by teachers of four different background variables--school location, school scale, principals’ academic degrees, and duration as principals. 7. There is a highly positive correlation between distributed leadership, school innovative management and school effectiveness in senior high schools. 8. Distributed leadership in senior high schools can reinforce positive influence on school effectiveness through school innovative management. As regards all aspects of distributed leadership, the very one that has the most indirect effects on both school innovative management and school effectiveness is “The input of leadership,” and other aspects in sequence are “Definite organizational structure and performance responsibility,” “The leader confidently pushing for reforms,” and “Build the trustworthy culture.” All aspects’ top-down values of the indirect effects of school innovative management on school effectiveness are “The innovation of curricular activities,” “The innovation of campus environment,” ”The innovation of external relations,” and “The innovation of administrative management.” Finally, according to the conclusions of this study, some suggestions are proposed for the educational executive organizations, schools, and the reference of future study.

我國國立高級中等學校實施校務基金之目的除了提升績效外，尚期以增進各校自籌財源之動力，以減輕政府財政負擔，自2007年起開始實施校務基金後之績效為何?值得進一步探討。 本研究係以資料包絡分析法評估各國立高級中等學校2010年至2012年的經營績效，並運用麥氏指數衡量其跨期效率變動情形，最後以Tobit迴歸分析，探討外在環境變數對校務基金實施績效之影響。實證研究結果如下： 一、總技術效率分析：2010、2011及2012年平均總技術效率值依序為0.712、0.714、0.705，表示各該年度尚有28.8%、28.6%及29.5%的效率改善空間。若將各國立高級中等學校依照類別區分，普通高中平均總技術效率表現最佳，綜合高中的表現比職業學校佳，特教學校最差。 二、純技術效率分析：2010、2011及2012年平均純技術效率值依序為0.768、0.781、0.771，表示各該年度尚有23.2%、21.9%及22.9%的效率改善空間。普通高中平均純效率表現最佳，綜合高中的表現比職業學校佳，特教學校最差。 三、規模效率分析：2010、2011及2012年平均規模效率值依序為0.923、 0.908、0.908，表示各該年度尚有7.7%、9.2%及9.2%的效率改善空間。2010年以職業學校表現最佳，2011年以綜合高中表現最佳，2012年度以普通高中表現最佳。特教學校在三個年度的平均規模效率均為最差。 四、麥氏指數分析：2010至2012年度之總要素生產力變動值均小於1，呈現衰退現象， 2010至2011年度及2011至2012年度二個跨期均呈現衰退。 五、Tobit迴歸分析：除實施校務基金的年限無顯著影響外，學校區位、校舍面積及學校成立年限等三項外在環境對學校的經營績效均具有影響。 / The purpose of national senior high schools in Taiwan implementing National Senior High Schools Operation Fund is not only improving performance, but also enhancing the schools’ self-motivation of the financial resources to reduce the fiscal burden of government. How is the performance of implementing National Senior High Schools Operation Fund since 2007?It is worthy of further study. This study is based on Data Envelopment Analysis to evaluate the operating performance of national senior high schools from 2010 to 2012. In addition, this study uses Malmquist Index to measure the efficiency changes. Finally, Tobit regression analysis is used and tried to find effects of the external environment variables on the implemenetation performance of National Senior High Schools Operation Fund. The findings of this study are as follows: 1.Overall technical efficiency analysis：the average value of the overall technical efficiency is 0.712、0.714、0.705 in sequence of year 2010、2011 and 2012, and it means that the efficiency improvement is 28.8%, 28.6% and 29.5% each year. If we evaluate the performance of national senior high schools by category, the general high schools are the best, the comprehensive high schools are better than vocational high schools, and the special education schools are the worst. 2.Pure technical efficiency analysis.：the average value of the pure technical efficiency is 0.768、0.781、0.771 in sequence of year 2010、2011 and 2012, and it means that the efficiency improvement is 23.2%、21.9% and 22.9% each year. The general senior high schools are the best, the comprehensive senior high schools are better than vocational senior high schools, and the special education schools are the worst. 3.Scale efficiency analysis: the average value of the scale efficiency is 0.923、 0.908、0.908 in sequence of year 2010、2011 and 2012,and it means that the efficiency improvement is 7.7%、9.2% and 9.2% each year. The best performance is the vocational senior high schools in 2010, the comprehensive senior high schools in 2011, and the general senior high schools in 2012, the special education schools are the worst in all three years. 4.Malmquist Index analysis: the value of the total factor productivity change is totally less than 1 from 2010 to 2012, and shows the recession .And the inter-temporal total factor productivity changes show the recession from 2010 to 2011, and 2011 to 2012. 5.Tobit regression analysis: there is no significant impact in the factor of the years of the National Senior High Schools Operation Fund, but the external factors such as the size, the history, and the location of the schools, would affect the performance of national senior high schools.