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    題名: 團體式教育決策參與之研究
    作者: 王政彥
    貢獻者: 吳靜吉
    吳清基
    王政彥
    日期: 1991
    上傳時間: 2016-05-11
    摘要: 基於體認教育決策的重要性、權衡決策參與的必需性、探究團體決策的複雜性等動機，本研究的目的在於：（一）探討教育決策的實際運作；（二）了解影響決策參與結果的相關因素；（三）分析團體決策的運作過程及其團體動力學的理論與實務上，有所發現與建議。
    本研究以實驗法為主，輔以問卷調查法及訪問法。研究對象係隨機抽取台灣地區的教育行政學者、教育行政實務工作者，以及中小學的學校行政人員。在調查階段，其樣本有效人數為138人；在實驗階段，樣本為504人；在訪問階段，樣本為18人，其中包括15位實驗階段的樣本。因此，總計本研究的樣本為645人。
    在研究工具上，編訂了「教育決策認知能力量表」、「參動機量表」，以及「教育決策問題」；修訂了「自我設限行為量表」、「意見一致性量表」，以及「整體滿足者問卷」。在統計分析上，採用積差相關、次數分配、項目分析、因素分析、T考驗、變異數分析與共變數分析等方法。其中在實驗部分，係先個別分析團體決策投入因素與團體技術在各決策結果變項上的交互作用。
    在研究發現上，茲依不同的階段敘述之：
    一、調查階段
    （一）目前教育決策的團體人數以6-14人居多，其次為15-23人。
    （二）目前教育決策所使用的團體技術以互動團體技術最普遍，其次是以主席為中心的技術，再其次是以名義團體技術。德懷術則甚少使用。
    （三）目前教育決策團體的領導方式以民主式最常見，其次是權威式，放任式則甚為少見。
    二、實驗階段
    （一）個別因素的分析
    1.個人因素
    (1)個人的參與動機愈高，自我設限行為愈少；(2)個人的教育決策認知能力愈高，意見一致性愈高；參與動機愈高，意見一致性愈高。
    2.團體大小
    小、中、大團體三者在決策結果的各變項差異甚微，只有在決策效果上，有中團體>大團體>小團體的傾向。
    3.工作性質
    (1)在不確定性工作上，決策效果較高；(2)在確定性工作上，意見一致性較高。
    4.團體技術
    (1)德懷術的決策效果優於互動團體技術及名義團體技術；(2)名義團體技術的自我設限行為高於德懷術；(3)互動團體技術的成員滿足感高於名義團體技術及德懷術。
    （二）交互作用的分析
    1.在團體決策結果的變項上
    (1)決策效果
    ○1考慮二個因素時
    A.教育決策認知能力與工作性質有顯著的交互作用，個人教育決策認知能力的高低與不同工作性質的組合，在決策效果上有不同的表現。
    B.參與動機與團體技術有顯著的交互作用，個人參與動機的高低與不同團體技術的組合，在決策效果上有不同的表現。
    C.團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在決策效果上有不同的表現。
    D.團體大小與團體技術有顯著的交互作用，不同的團體大小與不同團體技術的組合，在決策效果上有不同的表現。
    E.工作性質與團體技術有顯著的交互作用，不同的工作性質與不同團體技術的組合，在決策效果上有不同的表現。
    ○2考慮三個因素時
    教育決策認知能力、參與動機與團體技術有顯著的交互作用，個人教育決策認知能力及參與動機的高低，與不同團體技術的組合，在決策效果上有不同的表現。
    ○3考慮四個因素時
    教育決策認知能力、參與動機、團體大小與團體技術有顯著的交互作用，個人教育決策認知能力及參與動機的高低，不同的團體大小的與不同團體技術的組合，在決策效果上有不同的表現。
    (2)社會閒散
    ○1以過程流失為指標時
    除名義團體技術的使用未發現過程流失外，其餘在個人不同的教育決策認知能力及參與動機、不同的團體大小，以及互動團體技術、德懷術上，都有過程流失現象。
    ○2以自我設限行為為指標時
    名義團體技術的自我設限行為高於德懷術。
    (3)意見一致性
    團體大小與團體技術有顯著的交互作用，不同的團體大小與不同團體技術的組合，在意見一致性上有高低的差異。
    (4)成員滿足感
    ○1考慮兩個因素時
    A.團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在成員滿足感上有高低的差異。
    B.團體大小與團體技術有顯著的交互作用，不同的團體大小與不同工作性質的組合，在成員滿足感上有高低的差異。
    ○2考慮四個因素時
    教育決策認知能力、團體大小、工作性質與團體技術有顯著的交互作用，個人教育決策認知能力的高低、不同的團體大小、不同的工作性質與不同團體技術的組合，在成員滿足感上有高低的差。
    2.在最佳決策上
    (1)考慮兩個因素時
    ○1成員條件與團體技術有顯著的交互作用，成員條件的高低與不同團體技術的組合，在最佳決策上有不同的表現。
    ○2團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在最佳決策上有不同的表現。
    ○3團體大小與團體技術有顯著的交互作用，不同的團體大小與不同工作性質的組合，在最佳決策上有不同的表現。
    (2)考慮三個因素時
    團體大小、工作性質與團體技術有顯著的交互作用，不同的工作性質與不同團體技術的組合，在最佳決策上有不同的表現。
    三、訪問階段
    不論對實驗階段的樣本或三位教育行政主管的訪問，基本上都提供了可資本研究發現比較參照的寶貴資料。
    根據研究發現，本研究提出以下的建議：（一）在實務方面：1.肯定決策參與的功能；2.兼顧不同的因素與條件，組成最佳的團體決策參與模式；3.避免社會閒散的負面影響；4.發展團體決策電腦化，應用團體決策支援系統；5.加強對教育決策及其參與的研究，以評鑑決策過程及政策形成的優劣。（二）在研究方面：1.在研究方法上：(1)運用個案研究法；(2)簡化實驗法；2.在研究對象上：(1)增加樣本的異質性；(2)徵詢樣本參與的意願；(3)檢視團體迷思、去個人化及團體極化等負面效果；(4)探索領導型式對團體決策的影響；4.在統計分析上：(1)將全部變項化為二分變項，利用洛基對數線性模式來分析因果關係；(2)當變項屬等距量尺或比率量尺，可利用路徑分析或線性結構關係等方法分析因果關係。
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