This study set out to examine the relative influence of personal and school-based characteristics and parental involvement on mothers’ and fathers’ perceptions of public school performance. A national and representative sample of parents of school-aged children (N= 2008) were asked to award a grade (A, B, C, D or F) to their community school. There is a significant lack of empirical study of the factors influencing parents’ perceptions of school performance. The present study controlled for the socioeconomic status of parents and the community school being graded. Parental involvement in schools and assisting with homework are elements of parents’ relations with schools and were controlled for in the multivariate analysis. It was found that mothers and fathers are differentially influenced by personal and school-based characteristics; and, of import, there is a negative and significant association between participation in school-based activities and a father’s perception of school performance. The opposite association with participation in school-based activities was observed for mothers. Further, perceptions of “Failing” schools are influenced to a greater extent by the socioeconomic status of the parent and of the school. The results are interpreted by gendering the relations between parents and schools, and drawing from feminist standpoint theory. Particular focus is brought to the discordant association of parental involvement and the grades awarded to schools by mothers and fathers.

This study set out to examine the relative influence of personal and school-based characteristics and parental involvement on mothers’ and fathers’ perceptions of public school performance. A national and representative sample of parents of school-aged children (N= 2008) were asked to award a grade (A, B, C, D or F) to their community school. There is a significant lack of empirical study of the factors influencing parents’ perceptions of school performance. The present study controlled for the socioeconomic status of parents and the community school being graded. Parental involvement in schools and assisting with homework are elements of parents’ relations with schools and were controlled for in the multivariate analysis. It was found that mothers and fathers are differentially influenced by personal and school-based characteristics; and, of import, there is a negative and significant association between participation in school-based activities and a father’s perception of school performance. The opposite association with participation in school-based activities was observed for mothers. Further, perceptions of “Failing” schools are influenced to a greater extent by the socioeconomic status of the parent and of the school. The results are interpreted by gendering the relations between parents and schools, and drawing from feminist standpoint theory. Particular focus is brought to the discordant association of parental involvement and the grades awarded to schools by mothers and fathers.

This study set out to examine the relative influence of personal and school-based characteristics and parental involvement on mothers’ and fathers’ perceptions of public school performance. A national and representative sample of parents of school-aged children (N= 2008) were asked to award a grade (A, B, C, D or F) to their community school. There is a significant lack of empirical study of the factors influencing parents’ perceptions of school performance. The present study controlled for the socioeconomic status of parents and the community school being graded. Parental involvement in schools and assisting with homework are elements of parents’ relations with schools and were controlled for in the multivariate analysis. It was found that mothers and fathers are differentially influenced by personal and school-based characteristics; and, of import, there is a negative and significant association between participation in school-based activities and a father’s perception of school performance. The opposite association with participation in school-based activities was observed for mothers. Further, perceptions of “Failing” schools are influenced to a greater extent by the socioeconomic status of the parent and of the school. The results are interpreted by gendering the relations between parents and schools, and drawing from feminist standpoint theory. Particular focus is brought to the discordant association of parental involvement and the grades awarded to schools by mothers and fathers. / Arts, Faculty of / Sociology, Department of / Graduate

本研究旨在了解獲得臺北市優質學校榮譽的學校，其教師參與情形與影響因素，並了解其教師組織承諾情形及對該校參與優質學校評選的知覺情形教師的組織承諾關係，分析教師個人變項、學校環境變項在優質學校知覺以及組織承諾的差異情形，最後探討優質學校教師對優質學校知覺與組織承諾之現況與二者間的關係。 本研究以問卷調查法為主， 以自編之臺北市高國中優質學校教師對優質學校知覺與組織承諾調查問卷（內含基本資料、「教師優質學校知覺量表」、「教師組織承諾量表」）為工具，以2006至2009間獲得臺北市優質學校ㄧ項以上獎項之31所學校分層隨機抽取21所學校教師，共發出問卷490分，回收418份有效問卷(有效回收率85.3%)。另計算各校實際參與情形予以計算分數，累積總分即為該校對優質學校方案參與情形之程度分數，依調查結果，將參與情形之程度分為高、中、低三類型。所得資料以SPSS for window 12.0統計套裝軟體進行描述統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關、相關檢定以及多元迴歸分析等進行資料分析，進行研究結果的分析與討論。研究結論如下： 壹、臺北市高國中優質學校教師對優質學校教育政策的「認知」、「情感」及「參與意願」三方面的表現都在大致良好狀況。 貳、臺北市高國中優質學校教師的年資愈高及兼任行政職務者，其「認知」及「情感」層面高於資淺教師、導師及專任教師。 參、「中等程度參與」之學校教師對優質學校的整體知覺，高於「低程度參與」者及「高程度參與」者。 肆、臺北市高國中優質學校教師有高度的組織承諾。 伍、臺北市高國中優質學校教師服務年資較久及擔任主任的教師組織承諾相對高於資淺教師與組長、導師。 陸、臺北市大型規模高國中優質學校之教師組織認同顯著高於中型規模學校。 柒、臺北市高國中優質學校教師對優質學校的整體知覺表現愈佳者， 教師的組織承諾程度愈高。 捌、臺北市高國中優質學校教師對優質學校的參與意願與認知，對整體組織承諾有顯著預測力。 最後依據研究結果與結論，提出具體建議，以作為學校相關教育人員、教育行政機關、以及未來研究的參考。 / The main purpose of this study was to understand the situation of teachers’ participation and the factors which influence their participation in quality school in Taipei. Further, this study also intent to understand teachers’ perception and organizational commitment. Analyzing variables included teachers’ demographics, and school environment. Finally, this study was to investigate the relationship between teachers’ perception and organizational commitment as well. Survey was used as methodology in this study. The questionnaire “Taipei city high school teachers’ perceptions and organizational commitment”, which was developed by researcher, was used to collect the data. (This questionnaire included three subscales: demographics, quality school teacher perception scale, and Organizational commitment scale). From 2006 to 2009, thirty-one schools received at least one award, and of those, 21 schools were randomly selected. Four hundred and ninety questionnaires were distributed to teachers, and 418 valid questionnaires were returned (responding rate was 85.3%). In addition, each school had a participation score by calculating the degree of school actual participation. The school participation was categorized into three degrees: high, average, and low. SPSS for window 12.0 was used to analyze the data. Descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regressions were used as statistical techniques. The results of this study are as follows: 1.Teachers in quality schools perform well in the “cognition”, “emotion” and “participation” of school education policy. 2.Teachers who have longer seniority or hold an administration job at the same have higher degree of “cognition” and “emotion” than less seniority teachers, class teachers, and specialty teachers. 3.Teachers in quality school in average participant schools have higher cognitive scores than low participant schools and high participant schools. 4.Teachers in quality school are highly committed to the organizations. 5.Teachers who have longer seniority or serve as directors are more committed to the organizations than teachers with less seniority, homeroom teachers and section chiefs. 6.Teachers in large size schools are more committed to the organizations. 7.The better of cognition score, the higher organizational commitment teachers have. 8.Teachers’ “participation” and “cognition” would significantly predict their organizational commitment. From research finding and conclusion, we provide recommendation to the school staff, education board, and future research reference.