本研究旨在探討國民中學學校本位管理與教師參與行政決定之關係，以作為教育主管機關及學校單位提昇學校本位管理及教師參與行政決定之參考。研究方法以問卷調查法為主，半結構式訪談法為輔，研究調查對象為桃園縣公立國民中學教師，研究工具為「國民中學學校本位管理與教師參與行政決定之調查問卷」，回收362份，回收率94.8％，無效問卷6份，有效問卷共356份有效回收率為93.2％。為進一步深入了解桃園縣國民中學學校本位管理與教師參與行政決定之關係，以立意取樣為原則，訪談資深校長、主任，以及教師共9位。
依據研究資料分析，獲得以下結論：
1.桃園縣國民中學教師知覺學校本位管理現況，在整體表現上屬良好程度。各層面以課程與教學最高、其次為人事選用與管理、校務行政運作，經費分配與運用最後。
2.桃園縣國民中學教師知覺教師參與行政決定現況，在整體表現上屬良好程度。各層面以教師教學與行政最高、其次依序為學生訓導與管理、人事管理與考評、學生輔導與計劃，最後為事務管理與規劃。
3.教師性別、年齡、最高學歷，以及校長性別，對學校本位管理整體及各層面，無顯著差異。
4.學校本位管理整體表現上，因教師現任職務、曾經擔任行政職務與校齡，而有顯著差異。對各層面上有顯著差異者，分別為（1）校務行政運作：教師本校年資、現任職務、曾經擔任行政職務、學校規模與校齡。（2）課程與教學：教師本校年資與曾經擔任行政職務。（3）人事選用與管理：教師現任職務、曾經擔任行政職務、校長性別與校齡。（4）經費分配與運用：教師現任職務、曾經擔任行政職務與校齡。
5.教師性別與年齡，對教師參與行政決定整體及各層面，無顯著差異。
6.對教師參與行政決定各層面上有顯著差異者，分別為（1）教師教學與行政：教師現任職務、曾經擔任行政職務、學校規模與校齡。（2）學生訓導與管理：教師現任職務、曾經擔任行政職務與校齡。（3）學生輔導與計畫：教師現任職務、曾經擔任行政職務、學校規模與校齡。（4）事務管理與規劃:教師本校年資、現任職務、曾經擔任行政職務、學校規模與校齡等背景變項，有顯著差異。（5）人事管理與考評：教師最高學歷、本校年資、現任職務、曾經擔任行政職務、學校規模與校齡。
7.桃園縣國民中學學校本位管理與教師參與行政決定之相關，達顯著正向相關。
8.學校本位管理各層面對整體教師參與行政決定，具有預測力的變項共有三個，依序是人事選用與管理、校務行政運作、經費分配與運用，整體教師參與行政決定的總解釋變異量為55.6％。
9.學校本位管理對教師參與行政決定的預測能力相當良好，在各層面及整體上，除「事務管理與規劃」外，皆以人事選用與管理之預測能力最高，且其個別之解釋變異量均在31.8％以上。
根據研究結果提出下列幾點建議，以供教育行政機關、國民中學校長、相關教育人員，以及未來相關研究之參考。
1.善用學校自主權，落實學校本位管理。
2.落實學校本位管理有助於增進教師參與行政決定。
3.適度增進教師對學校相關經費預算分配與運用的參與。
4.擴大教師參與事務管理與規劃相關工作。
5.鼓勵教師參與學校行政工作。
6.適度減輕導師工作負擔，促進參與行政決定。
7.重視老舊學校組織變革之推展。 / In this study, junior high school-based management and the relationship between teacher participation in administrative decisions, as education authorities and schools to enhance school-based management unit and a reference for teachers to participate in administrative decisions. Research method was a survey-based, semi-structured interviews, giving the survey was conducted in Taoyuan County public elementary school teachers, the research tool for the "junior high school-based management and teachers to participate in administrative decision questionnaire", recovery 362 recovery of 94.8%, 6 were invalid questionnaires, a total of 356 valid questionnaires rate was 93.2%. To further understand the Taoyuan County middle school teachers to participate in school-based management and the relationship between administrative decisions, the principle of purposive sampling, interviews with experienced principals, and teachers a total of nine.
Based on the data analysis, the following conclusions:
1. Taoyuan County Junior High School teachers perceived the status of school-based management, the overall level of performance is good. Curriculum and instruction at all levels to the highest, followed by personnel selection and management, school administration operation and application of the final allocation of funds.
2. Taoyuan County Junior High School teachers perceived status of teachers to participate in administrative decisions; the overall level of performance is good. To teachers at all levels of teaching and administrative highest, followed by student discipline and management, personnel management and evaluation, student counseling and planning, and finally for the Management and Planning.
3. Teacher sex, age, educational background, and the principals of gender, on various aspects of school-based management as a whole, no significant difference.
4. School-based management of the overall performance, due to the current position of teachers, who served as executive positions with the school age, but there are significant differences. There were significant differences on various levels who were (1) The operation of school administration: school teachers, seniority, and current position, served as administrative duties, school size and school age. (2) Curriculum and Instruction: Teacher school years and served as administrative duties. (3) Personnel selection and management: current posts of teachers had administrative duties, the principal gender and school age. (4) The allocation of funds and use: teachers current position, served as executive positions with the school age.
5. Teacher sex and age, on the teachers to participate in administrative decisions and the level of the whole, no significant difference.
6. On the teachers to participate in administrative decisions were significant differences in the surface layers, respectively (1) Teaching and administration: current posts of teachers had administrative duties, school size and school age. (2) The student discipline and management: current posts of teachers had executive positions with the school age. (3) Student guidance and planning: current posts of teachers had administrative duties, school size and school age. (4) Management and Planning: Teacher school years, the current position, served as administrative functions, such as school size and school background variables age, there are significant differences. (5) Personnel management and evaluation: the highest academic qualifications of teachers, school years, the current position, served as administrative duties, school size and school age.
7. Taoyuan County Junior High School teachers to participate in school-based management and related administrative decisions, reaching a significant positive correlation.
8. School-based teachers to participate in the overall management of the face layers of administrative decisions, predict a total of three variables, order of the personnel selection and management, school administration operations, funds allocation and utilization, overall teachers to participate in the general interpretation of administrative decisions variance of 55.6%.
9. School-based management of administrative decisions on the teachers to participate in very good predictive ability, at all levels and on the whole, except "Service management and planning", the tailor of personnel selection and management of the forecasting ability of the highest and the interpretation of individual variance 31.8% were over.
Based on the findings the following suggestions for educational administration, junior high school principals, related education personnel, and future research.
1. Good use of school autonomy, the implementation of school-based management.
2. To implement school-based management will help enhance teachers to participate in administrative decisions.
3. Moderate increase of teachers on school-related budget allocation and use of participation.
4. Expand the teachers involved in transaction management and planning related work.
5. To encourage teachers to participate in school administration.
6. Appropriate to reduce teacher workload, and promote participation in administrative decision.
7. Attention to the old school to promote organizational change.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0096911015 |
| Creators | 鍾肇光 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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