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題名:國民小學教育品質影響因素之研究
作者:柳麗玲
作者(外文):Leou, Lih Lin
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
指導教授:許士軍
林文律
學位類別:博士
出版日期:2006
主題關鍵詞:教育品質強效學習型環境整合願景模式快速知識移轉教育價值極大化反偏見課程智力資本教育品質經營教育工作行為Educational qualityPowerful learning environments (PLEs)Combination-of-perspectives model(COOP)Rapid knowledge transfer (RKT)Maximizing Education ValueAnti-bias CurriculumIntellectual capitalEducational quality managementEducational work behavior
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研究背景:教育不是被存在與「正確」、「妥協」相關的,如同許多事務一樣,它是被存在與「責任」、「價值」相關的。教育價值極大化的標的,衍生出價值是教育所有產品完整產出過程的核心,價值鏈更是價值創造過程的串連,其立基點在於品質形塑,提升品質因此成為組織競爭、挑戰、創新、永續發展的競爭策略。
研究目的:教育的根基建基於小學,教育品質也一直是學校努力導向,因此界定“品質”在小學教育被測量的構面,調查在被給予的構面與特定命題變項之間的關係,從蒐集學校教育問題裡,找出影響國民小學教育品質因素;分析教育品質脈絡,以提出提升教育品質對策,成為本研究目的,希望能從品質觀點,找出未來教育品質激烈競爭的平台。
研究方法:本研究兼採定量研究與定性研究法。定量研究根據研究目的、研究問題以及專家訪談、俗民誌研究文本與文獻分析,編製「影響國民小學教育品質關鍵因素調查問卷」,以台灣北區;包括桃園縣、台北縣、台北市、基隆市、宜蘭縣等五縣市為研究母群,以學校教師、主任組長、校長為研究對象,分層隨機抽樣50所學校,594份樣本,回收537份,回收率90%可使用問卷計513份。應用因素分析、信度分析,考驗信效度,再以迴歸分析、結構方程模式(SEM)驗證研究之假設關係。定性研究則以俗民誌方法,藉由申請調校擔任教師的工作,連續三年時間,融入不同規模學校社群,田野調查、探究國民小學教育品質之相關,利用事件記錄、編碼,彙整之文本,以歷史分析、方案評鑑分析,紮根理論的方式、提出與研究命題相關之論點。
研究發現:定量研究發現:學校組織智力資本、學校教育品質經營與教育工作行為對於教育品質有正向的直接影響關係;學校組織智力資本正向影響教育工作行為與學校教育品質經營;學校教育品質經營對教育工作行為有正向之影響。高教育品質學校的描述包括:「學生優異表現」、「家長信賴學校」、以及「優質學校形象」。 定性研究發現:教育品質的表徵在於教育價值臻極大化(超越預期)、教育過程為零缺點(可測變量)、教育感受為高文化(遵從需求)、教育變革創新價值(迅速移轉)、教育計畫產出一致(品質保證)、教育目的完美達成(品質提升)。
研究結論:教育品質構面,包括品質政策(教育政策、學校計畫)、品質目標(教育目的、具體指標)、品質規劃(教育方案、學生活動)、品質管制(教育監控、教育測量)、品質管理(計畫執行、服務管理)、品質保證(教育安全、學生成就)、品質提升(教育增值、家長信賴)、品質改進(教育變革、持續改進)、品質發展(教育研究、理論建構)。
影響國民小學教育品質因素,就本研究結論,命題為「學校組織智力資本」、「教育品質經營」與「教育工作行為」。「學校組織智力資本」構面包括教師能力、校長能力、公共事務管理能力與快速變革能力等因素。影響「學校教育品質經營」因素包含有「教學與環境」、「動態變革與績效」、「品質管理與評核」三大面向。影響「教育工作行為」因素包含「工作特性」、「教育行為」二大面向。
其他影響因素尚且包括:意識型態與觀念落差、教育政策與財政鴻溝、領導風格與期望不符、教師發展與精進緩慢、學生參與態度渙散、社會變革與文化解構、家庭多元與期望過高、行政品質門檻太低、課程支援與服務脫鈎、教學資源分配不足等因素。
本文最後並且提出教育價值極大化路徑,同時針對學校人員、教育主管單位以及後續研究,就提升教育品質相關議題提出具體建議。
Background– In the real world, life is complex, full of twists and turns. No one has the ability to predict what will happen in life. In the education world, teaching is complicated, multi-dimensional and creative. No one can easily evaluate the effectiveness of teaching. Education, like many other things, involves a great deal of responsibility and value. The goal to maximize educational value leads to continuous improvement on the quality of education. Therefore, the continuous development of education quality becomes the competitive strategy in which organizations compete, challenge, and innovate.
Purpose – Elementary school is the fundamental of education. Improving education quality has always been the main focus for schools. The goal of this research is to discover how organizations will compete with each other by looking at the problems we face in our education system today and how we can solve those problems.
Design/methodology/approach – This research is consisted of quantitative investigation and qualitative methodology. The quantitative investigation looks at the research goal, expert interview, and cultural studies to create “Factors Affecting the Quality of Education for Elementary Schools Questionnaire”. The objects of study were school teachers, directors, and principals randomly sampled from Taoyuan County, Taipei County , Taipei City, Keelung city, Yilan County . A total of 50 schools were chosen and 594 questionnaires were given out. With a return-ratio of 90%, 537 surveys were returned and 513 of them were completed correctly. The questionnaires were validated by internal uniform analysis first. They are again validated by the factor analysis. Finally, SEM was used to confirm the validity of the supposition between factors. The qualitative investigation was done by 3 years of field study at various schools by teaching or performing administrative duties in order to investigate the difference in education quality between schools in different sizes.
Findings – from the quantitative study: School intellectual capital, educational quality management and educational behaviors are positively related to educational quality. School intellectual capital is positively related to educational behaviors and educational quality management. Educational quality management is positively related to educational behaviors. This paper defines high quality education in elementary school includes:” student achievement excellent to display”, “parents Trustworthiness”, and “high-quality school image”. Findings from the qualitative study support an educational quality features configuration with a maximizing education value (exceeding customer’s expectations, Quality as zero errors in education process (can examine the variable), education and experience it for exceptional culture (conformity of educational requirement) value addition in education transformation (Rapid transfer), Conformance of education output to planned goals (quality enhancement)
Conclusion/Originality/value –The dimensions of quality in an elementary school including quality policy(Policy for education, the plan of the school) , quality goal (educational purpose , concrete index ), quality planning (educational program, student activity), quality controlling (monitoring and control, measurement for education), quality management (The plan is carried out, service management), quality assurance(education is safe, student's achievement), quality enhancement(education value-added, parent trustworthiness ), quality development (educational research , paradigms construct). The Influence of educational quality factors in a primary school, this research conclusion, in order that “the school intellectual capital”, “educational quality management” and “the educational work behavior” of proposition. The dimensions of school intellectual capital draw together “teacher's ability”, “ principal's ability”, “public managers ability” and “rapid transfer ability”. The Influence of educational quality management factors that consists of “teaching and environment”, “dynamic change and performance”, “qualitative monitoring and control” three phases. The educational work behaviors combines “job characteristics” and “educational work behavior” two phases. Other influence factors include: Ideology and notion drop, the policy for education and financial wide gap, the leadership style is not accorded with expected, the Staff development and progresses greatly slowly, students participate in the attitude and lax , social change and culture solve construct , multi-faceted family with have too high expectations, setting lower administrative quality threshold, course support and serving break off relations , teaching resource allocation factor such as being enough.
Results, this text but also proposes the educational value maximization path directed to the personnel, educational responsible institution and further research are offered. Follow-up study of the school at the same time put forward the concrete suggestion on improving the educational relevant issue of quality.
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