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題名：我國高級工業職業學校危機管理模式及學校危機管理能力指標建構之研究
作者：陳慶安
作者(外文)：Chen, Ching-An
校院名稱：國立彰化師範大學
系所名稱：工業教育與技術學系
指導教授：鄭友超
學位類別：博士
出版日期：2007
主題關鍵詞：危機管理模式；危機管理能力指標；權重；model of crisis management；crisis management capability indicators；weight
原始連結：連回原系統網址new window
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摘 要
本研究主要目的在於建構高級工業職業學校危機管理模式及其評量指標，並探討各變項間對危機管理指標之差異，最後驗證高級工業職業學校危機管理能力指標的合適性。本研究主要採用訪談、德懷術來確認危機管理能力指標的適用性、以層級分析法來分析指標之權重。並以我國臺灣地區高級工業職業學校校長及教師為母群，運用分層隨機抽樣方式抽取60所學校進行問卷調查。最後以校長對指標重要性的看法、因素分析及典型相關等方法，驗證危機管理能力指標之實用性。
調查研究工具為研究者編製的「高級工業職業學校危機管理現況問卷」及「高級工業職業學校危機管理能力問卷」。問卷調查研究所得資料經描述性統計、單因子多變量變異數分析、典型相關、因素分析等統計方法以考驗研究假設。研究結果獲致合適的學校危機管理模式，並根據模式發展出學校危機管理指標，並分析出指標的權重。具體而言，本研究獲取以下九點結論：
一、 高級工業類科職業學校危機管理模式，應以平時的學校危機預防─學校文化與危機意識、人群關係與公共關係等二個層面為基礎；再加上危機發展期的學校危機核心管理─危機準備、危機應變、危機復原及危機學習等四個層面做為危機應變及回饋的機制，形成一個管理模式。
二、 高級工業類科職業學校危機管理指標體系依據學校危機管理模式而成，並將危機管理指標體系分成二層，第一層指標為學校危機預防能力指標、學校危機管理核心能力指標；第二層指標為學校文化與危機意識指標、人群與公共關係指標、危機準備指標、危機應變指標、危機復原指標、危機學習指標。
三、 高級工業類科職業學校危機管理能力指標權重，依序為：「學校文化與危機意識指標(.35)」、「危機學習指標(.18)」、「危機準備指標(.14)」、「人群與公共關係指標(.13)」、「危機應變指標(.10)」、「危機回復指標(.08)」。
四、 校長對學校危機管理能力整體指標重要性的看法相當一致，整體問卷由此結果得以驗證高級工業類科職業學校危機管理指標的適用性良好；問卷從因素分析而得到的解釋變異量可達74%，從典型相關的分析中可得到，學校危機預防能力指標對學校危機管理核心能力指標，其解釋量為68%，亦可驗證此一研究架構的分類。
五、 校長在此一任四年任期內，有一半的學校曾發生學校危機事件，而只有不到一半的校長在此任期內受過相關危機管理之訓練，顯示主管機關應提供相關教育訓練資源給學校；學校教師對學校危機管理現況的知覺尚屬良好。
六、 當前高職工業類科學校在危機管理上，最為困擾的問題是傳播媒體的不當報導、其次是學校同仁對危機意識的缺乏；相關法令規章繁瑣，難以全盤了解；平日較少危機事件演練機會；學校危機事件應變經驗不足。
七、 校長們對「學校危機」一詞的認知傾向，學校危機是具災難、難以預測及緊急爆發；傾向較正面的認知是學校危機具轉機、可預防、具學習性、具新聞性、可管理及可偵測。
八、 校長對學校危機管理能力指標重要性的知覺上，其人口變項及環境背景變項皆未達顯著差異。
九、 教師對學校危機管理現況的知覺上，其年齡、年資及職務以及學校規模等變項會對學校危機管理現況知覺上產生顯著差異；在教師學歷、公私立學校及鄉鎮市區學校等變項上，具無顯著差異。
ABSTRACT
This study aimed to construct a model for school crisis management, developed crisis management capability indicators in vocational industrial high school, and examined the difference of the variables and the indicators. As a result, this study verified the indicators of school crisis management capability.
This study utilized interviews and Delphi Technique to identify the indicators of school crisis management capability and the weight system by Analytic Hierarchy Process. Stratified random sampling was conducted for “The questionnaire of school crisis management status” and “The questionnaire of school crisis management capability” to survey the principals and teachers in vocational industrial high schools. Moreover, principal’s cognition of indicators, factor analysis and canonical correlation were also verified for suitability.
The data were analyzed by using descriptive statistics, MANOVA, canonical correlation, and factor analysis to test hypothesis. According to the suitable model of school crisis management, this study applied the model to develop the indicators of school crisis management capability and to analyze the weight of indicators.
a. A model of school crisis management of vocational industrial high school should involve school crisis prevention and core school crisis management. The school crisis prevention involved school culture and crisis sense, human and public relationship. The core school crisis management involved crisis preparedness, crisis response, crisis recovery, crisis learning.
b. According to model of school crisis management, developed the weigh system of school crisis management capabilities. The study established school crisis management capability indicators for vocational industrial high school from two levels. The first level involves two indicators such as school crisis prevention capability, school crisis management core capability.
c. The indicators in the second level were six, which involve school culture and crisis sense (.35), crisis learning (.18), crisis preparedness (.14), human and public relationship (.13), crisis respond (.10), crisis recovery (.08). (ordered by their importance)
d. Principals had quiet unanimous view on the crisis management capability indicators. As the result of questionnaire, it verified school crisis management capability indicators. From the factor analysis result, it can get a variation of the explanation to 74%; from the canonical correlation, it can get a variation of the explanation to 68%.
e. The critical incident of the school had happened in a half of school in the past four year. There were only less than half of principals who trained during the term of service; the status of school crisis management was fine in vocational industrial high school.
f. The most annoying problem of school crisis management was an improper report in the media. Secondly, the shortage of colleague’s crisis sense to school; the rule of relevant decrees was too difficult to understand totally; less critical incidents training in the daily lift; Insufficient experiences of the school critical incident.
g. The principals thought the meanings of crisis of the school were disasters, difficult to predict and happening promptly, the positive meanings were an opportunity, preventable, learnable, news, could be managed, and could be detected.
h. The principal didn’t achieve to the obvious significance differences in the sense of school crisis management capability, variable of population, and the environment background.
i. There was no significant difference in the status of school crisis management to the difference variables of teachers, such as education variable, school property variable, school location variable. There was significant difference in the sense of status of school crisis management to the difference variables of teachers, such as age variable, year of service variable, position variable, and school scale variable.
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