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| Title: | 國民中學學校自我評鑑指標建構之研究-個人別態度構造分析法之應用
A study on the construction of self-evaluation indicators for junior high school in Taiwan: Personal Attitude Construct |
| Authors: | 余品瑩
Yu, Ping-Ying |
| Contributors: | 吳政達
余品瑩
Yu, Ping-Ying |
| Keywords: | 國民中學
學校自我評鑑
個人別態度構造分析法（PAC分析法）
junior high school
school self-evaluation
personal attitude construct (PAC) |
| Date: | 2019 |
| Issue Date: | 2019-09-05 17:17:21 (UTC+8) |
| Abstract: | 本研究為瞭解我國國民中學學校推動自我評鑑之現況，建構符合學校教育實務現場需求之國民中學學校自我評鑑指標，研究方法部分，經由文獻探討分析國內外學校自我評鑑指標並初擬國民中學學校自我評鑑指標作為基礎，為深入瞭解學校教育現場推動自我評鑑實務狀況，採用個人別態度構造分析法（PAC分析法）並邀請7位教育現場經歷豐富之教育人員進行訪談與分析，以瞭解教育實務現場人員對於學校自我評鑑之想法與態度，依據訪談結果針對國民中學學校自我評鑑指標進行修訂並得出上位概念之指標面向，藉以建構符合學校教育實務需求之國民中學學校自我評鑑指標系統。
研究結論顯示，國民中學學校自我評鑑指標系統共計四面向17項指標，四大面向分別為：面向一「教師教學與學生學習」含7項指標、面向二「學生輔導與行政支持系統」含3項指標、面向三「學校發展與課程計畫」含5項指標、面向四「學校公共關係與資源整合」含2項指標，其中以「教師教學與學生學習」面向為自我評鑑指標之核心；就國民中學學校實施自我評鑑之整體而言，宜強調自我評鑑指標彈性化，提供學校發展校本特色指標之彈性，並宜推動學校自我評鑑制度化，強化自我評鑑參與人員之動機及認同感，以達到改善學校問題及提高學校教育品質之目標。
最後，根基於研究結論，本研究分別以國民中學學校自我評鑑指標建構及後續研究方向，提出研究建議。
The purpose of this study is to investigate the current school self-evaluation implemented for junior high schools in Taiwan and construct indicators of school self-evaluation by considering the perspective of school organization educators. First, a literature review is conducted to integrate the school self-evaluation indicators of overseas and domestic educational institutions and initially formulate 20 indicators of school self-evaluation. To understand the thought processes and attitudes of school organization educators in relation to school self-evaluation, this study adopts the research method of conducting a personal attitude construct analysis with a sample of experienced educators. According to the interview results, the junior high school self-evaluation indicators are revised, and the indicators of the upper concept are derived to construct a junior high school self-evaluation that meets school education needs.
This study constructs a self-evaluation for junior high schools that includes four dimensions and a total of 17 indicators. The four dimensions are as follows: I. teaching and student learning, which includes seven indicators; II. student support system, which includes three indicators; III. school development and curriculum plan, which includes five indicators; and IV. school public relations and resource integration, which includes two indicators. Teacher teaching and student learning is the most important dimension of junior high school self-evaluation. The implementation of school self-evaluation in junior high schools requires emphasis on the flexibility of self-evaluation indicators to provide flexible development of school-based indicators. Such an emphasis promotes the institutionalization of self-evaluation in schools and strengthens the motivation for self-evaluation of participants, thereby solving school problems and enhancing the quality of education.
Finally, this study makes suggestions for junior high school self-evaluation and for future research. |
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| Description: | 碩士
國立政治大學
教育行政與政策研究所
102171005 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0102171005 |
| Data Type: | thesis |
| DOI: | 10.6814/NCCU201901098 |
| Appears in Collections: | [教育行政與政策研究所 ] 學位論文
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