Abstract The aim of this study is first to present the current situation in computer self-efficacy, computer anxiety, computer coping strategy and computer literacy in elementary and junior high school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors. The subjects in this study are 452 elementary and junior high school teachers from Taipei city/county and Kaohsiung city/county, including 318 female and 134 male teachers. ¡§Computer literacy scale,¡¨ ¡§computer self-efficacy scale,¡¨ ¡§computer coping strategy scale,¡¨ and ¡§computer anxiety scale¡¨ are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling¡¦s , one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis. The findings can be summarized as follows: 1.In terms of the variables: personal background, factors of gender, age, degree(s) achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high computer anxiety and/or low computer self-efficacy. For example, an experienced female teacher with a B.A. degree in history had little contact with computers leading her to become anxious about computer use and poor on computer self-efficacy. 2.As for performance in computer coping strategy and computer literacy; they are related to teachers¡¦ competence in computer self-efficacy and computer anxiety. Teachers with high computer anxiety tend to show frequent avoidance of computer use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of computers and computer-assisted instruction. 3.The dominance of computer coping strategy and computer literacy over the degree of computer anxiety and computer self-efficacy can be validated with the validity of 60% above. 4.For elementary and junior high school teachers, their computer anxiety, computer self-efficacy, and computer coping strategy are significantly related to their computer literacy. 5.Teachers¡¦ computer self-efficacy, and computer coping strategy in solving problems and seeking support are implications for performance in computer literacy. Based on the conclusion of this study, some suggestions are made for future study: In terms of teachers¡¦ computer competence 1.Familiarity with computers can reduce teachers¡¦ computer anxiety 2.Positive experiences in computer use will enhance teachers¡¦ computer self-efficacy 3.Proper guidance given to teachers aids their computer coping strategy 4.Assistance provided builds teachers¡¦ confidence and application ability in computer-based instruction. 5.Requirements of teachers can be satisfied with related computer conferences and workshops. Regarding future study 1.Scope of subjects can be enlarged. 2.Variables in computer competence and performance can be added. 3.Tools of analysis can be improved. 4.Quantity and quality of the methodology should carry the same weight.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.

行政裁量議題研究一直為法學界與公共行政學界，討論公部門的研究核心重點之一，然法學界重其結果的影響性，公共行政學界重其組織中的運作。據此，無論官僚受到規則如何的嚴密監控，當工作授權下級，便會產生模糊的行使空間。因此，在公共行政的下的觀點，已非單純考量規則是否會造成侵害，更注重官僚本身行使時的價值及其限制性。 再者，本文以警察單位為研究對象，理由在於其依法行政時，面對社會事件，常考驗其判斷力與抉擇與人性面的挑戰，此一特色，與提供服務性質的公部門大不相同。但另一方面，為避免基層員警的裁量權使用不當，在取締告發、逮捕追緝等須受到法規與組織內部的約束。 本文視裁量權行使為決策行為的一種，對於影響個人裁量行為的問題，乃由工作面與個人行為約束面探討既有權限下對決策的影響力。從裁量執行的強度歸結出得過且過與執法不阿兩種行為類型。而影響行為選擇者，歸結出個人層面裡個人責任感、對工作的熟悉度；工作層面裡管理的嚴密度、行政課責及人情關係。統計結果發現，人口統計變項部分，裁量行為類型與專業類別、學歷及年紀的差異有關；而五個自變項對依變項均有顯著差異。 本文共計五章。第一章為諸論敘明研究動機、研究目的、研究方法與限制。第二章藉由分析現有研究而歸納出行政裁量研究之重點，整理出法制面、組織理論面與代理人理論面下不同的裁量觀。再者，由決策理論中檢視人類的行為研究，最後與警察人員作整合。第三章為研究設計。第四章以統計結果作變項間之關聯性探討，第五章整理出本文研究結果並提出政策建議。 本文由決策的描述面研究，在政策建議上較難提供完全有效的處方，但仍可由組織與個人兩方面著手思考相關配套。就組織面而言，管理者應對行政課責、管理技術作適當的調控；績效考核宜注重對工作熟悉度的正面義意；決策透明化與行政倫理的遵守，以化解人情的壓力；另外，養成教育過程中，除專業技能外，不能忽略行政倫理重要性；定期檢視法令變遷後，對程序的差異性。而在個人面，鼓勵成員對裁量困境的回饋；重視資深基層人員人力資源的經驗傳承；增進服務品質以提昇警察聲望。以期對基層員警運用於裁量行使的過程中，有助其豐富判斷力，得到較佳的結果。 / Discretion is a core issue in law, concerned with facts and consequences, while in public administration concerned with power operation in public organizations. In public administration aspect, discretion emphasizes on the values and limits in bureaucratic implementation rather than on the harm of rules. No matter how bureaucrats are strictly monitored by rules, the fact of blur in execution due to delegation of authority still exists. The object of this study focuses on the street-level bureaucrats, junior-ranking-police-officers. On the one hand, they often confront with social events in using discretionary power with their judgment. Sometimes they deal with the events and have to face the challenges on humanity side. On the other hand, in order to avoid the abuse of discretionary power, they are always restricted by rules and organizational norms in the execution of enforcement, informing violators and arresting suspects. This paper researches the issue of discretionary power in the aspects of job and individual. Dependent variables are consisted of soft enforcement and strict enforcement. Independent variables are those of the degree of strict management, the familiar of work, interaction of favoritism pressure, the responsibility of individual and administrative accountability. There are five chapters in this study. Chapter one is an introduction to study motives, purposes, research methods and limits et cetera. Chapter two is engaged to literature review reading the differences between discretion in law, organization and principal-agent aspects and the descriptive decision theory of heuristics in human daily life under uncertainty. Finally this study made effects to integrate them into the practices of junior-ranking-police-officers’ discretionary power. Chapter three is consisted of research design about research framework, hypotheses, questionnaire and its reliability and validity. Chapter four is discussed the statistical result. Chapter five is the conclusion and policy suggestion of this study. Because of applying descriptive approach, the finding of this study won’t provide for directly prescriptions for management, but they still could help us to understand real interactions in some way. For the management side, the balance art of management technology, administrative accountability, and job performance is important for managers. Secondly, better education makes better enforcement. Decision in transparent and administrative ethics could reduce improper outside pressure. Thirdly, an individual policeman should pay more attention on learning law enforcement. At last, policemen not only learn knowledge in ordinary time but give the dilemma feedback would be helpful for managers.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: p. 37-40.

Source: Dissertation Abstracts International, Volume: 69-09, Section: B, page: 5346. Adviser: Christine M. Markham. Includes bibliographical references.

Thesis (Ph. D.)--University of Hong Kong, 2010. / Includes bibliographical references (p. 255-276). Also available in print.

Thesis (Ph.D.)--Ohio University, June, 2009. / Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 281-296)

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Release of full electronic text on OhioLINK has been delayed until June 1, 2010. Includes bibliographical references (leaves 281-296)

Thesis (M.A.P.S.)--Catholic Theological Union of Chicago, 2002. / Vita. Includes bibliographical references (leaves 60-61).

Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 212 pages. Includes bibliographical references.