新北市卓越學校政策執行之研究
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(3) 謝誌 薰風襲人，隨著緩緩落下的謝誌，充實的碩士生涯也將於此告一段落。步入 忙碌的教職工作後，格外珍惜這段重回校園讀書的單純時光。回顧三年的求學歷 程，師長們的關懷教誨、同學們的陪伴鼓勵、學習中的喜悅辛酸，交織成人生中 最豐富、動人的一頁，而身在其中的我只有滿滿的感謝。 首先，最要感謝的人是我的指導教授－王如哲老師，您總是親切和藹的回答 我在撰寫論文時遭遇的問題，並以豐厚的學識涵養給予剴切的指引。因為有您的 諄諄指導與溫暖支持，學生才能如期完成論文。再者，要感謝的是兩位口試委員 －劉春榮教授、鄭崇趁教授。感謝您們在口試時從不吝惜給予學生鼓勵，並提供 精闢的見解與寶貴的建議，引領學生在論文研究上能更臻完善。另外，也要感謝 為學生進行專家審題的九位教授與古秀菊校長，以及用心填寫問卷的諸位教育實 務工作者，因為您們的支持與協助，使本論文得以順利付梓成冊。 研究所學習期間，承蒙方永泉教授、王麗雲教授、何榮桂教授、吳清基教授、 周文欽教授、唐淑華教授、游進年教授、黃乃熒教授、潘慧玲教授、魯先華教授、 謝文全教授、簡茂發教授的教導，師長們嚴謹的治學態度及無私的教育愛，讓學 生欽佩敬重、銘感五內。同時，感謝負責安排會面時間的育禎學姐、漂亮的寶姑 娘們－體貼可愛的孟嫺、惠我良多的怡君、剛柔並濟的昱瑩、活潑負責的婉華， 同窗又同門的深摯情感讓我分外珍惜。另外，感謝工作上的好夥伴們－子芸、佳 慧、旻秋、玟玲、建宏、思穎、淑珍、惠柔、琴芳、慧如、蕙苓、瓊瑤，你們的 鼓勵與協助，為我在工作和學習的路上，增添既溫暖又堅定的前進力量。 最後，要將這份感謝獻給我最深愛的家人—無私奉獻、細心呵護我的父母， 您們滿滿的愛與關懷，是我成長、進步最大的原動力；而貼心開朗的姊姊和沉穩 善良的弟弟，因為你們的陪伴，讓我的生活總是充斥著笑聲與活力。還有太多、 太多無法言喻的感謝，謹將完成論文的這份喜悅與你們分享。 楊茜惠 謹誌 2012 年 7 月於國立臺灣師範大學.
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(5) 新北市卓越學校政策執行之研究 摘要 本研究旨在探討新北市卓越學校政策執行之現況，及影響此政策執行之相 關因素，並了解不同背景變項之新北市國民中學教育人員知覺的卓越學校政策執 行，與政策執行影響因素之差異情形，與探討兩者之間的關係。最後，提出建議 供教育主管機關、學校單位、教育工作者，及後續研究者參考。 為達成研究目的，本研究採取問卷調查法，以新北市國民中學教育人員為研 究對象，編製「新北市卓越學校政策執行調查問卷」為研究工具進行抽樣調查。 共抽取 40 所學校，發放 760 份正式問卷，有效問卷為 535 份，故有效回收率為 70.39％。調查所得資料，以百分比次數分配、平均數、標準差、t 考驗、單因子 變異數分析、Pearson 積差相關的統計方法，進行資料分析。根據研究結果，獲 得以下結論： 壹、新北市卓越學校政策的執行現況尚佳。 貳、新北市國民中學男性、擔任校長或主任職務的教育人員，對卓越學校政策 執行的知覺程度較高。 參、新北市文山分區、學校規模在 12 班以下、曾參與卓越學校認證的國民中學 教育人員，對卓越學校政策執行的知覺情形較佳。 肆、新北市國民中學教育人員對卓越學校政策執行影響因素的認同程度良好。 伍、新北市國民中學教育人員對卓越學校政策執行影響因素的知覺情形趨於 一致。 陸、卓越學校政策執行影響因素與政策執行之間具有顯著正相關。. 關鍵字：卓越學校、政策執行、政策執行影響因素.
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(7) A Study on the Implementation of the Excellent School Policy in New Taipei City Abstract This study aims to explore the implementation of the excellent school policy in New Taipei City, to analyze the relevant factors which influence this policy, and to compare the differences between the two factors perceived by educators with different environmental variables, and to explore the relation between the two factors. Besides, it offers some recommendations to educational administrations, junior high schools, and future researchers finally. In order to achieve these purposes, the questionnaire survey method had been employed. The subject of this study is the educators of junior high schools in New Taipei City, and the questionnaire about “the implementation of the excellent school policy in New Taipei City” used as a research tool. There are 760 questionnaires which mailed to 40 schools in the sampling investigation, 535 effective questionnaires were collected, and the effective returns-ratio is about 70.39％. Further, the statistical methods used for analyzing the collected data include: Percentage of frequency distribution, mean, standard deviation, t test, one-way ANOVA, and Pearson product-moment correlation. According to the findings, the conclusions have shown as follows: 1. The implementation of the excellent school policy in New Taipei City was above the average. 2. In the implementation of the excellent school policy, the educators’ perception of male, serving as principal and director of junior high schools in New Taipei City was above the average..
(8) 3. In the implementation of the excellent school policy, the junior-high-school educators’ perception of Wenshan Dist, school scale under 12 classes, and having participatory experience of the excellent school certification in New Taipei City was above the average. 4. In the influential factors of the implementation of the excellent school policy, the perception of educators of junior high schools in New Taipei City was above the average. 5. In the influential factors of the implementation of the excellent school policy, the perception of educators of junior high schools in New Taipei City was not significantly different. 6. There was a significant positive correlation between the influential factors of the implementation and the implementation of the excellent school policy.. Key words: excellent school, policy implementation, influential factors of policy implementation.
(9) 目次 目次····························································································· i 表次··························································································· iii 圖次··························································································· ix. 第一章. 緒論 ················································································ 1. 第一節. 研究動機與目的 ··························································· 1. 第二節. 研究問題與名詞釋義 ····················································· 4. 第三節. 研究方法與步驟 ··························································· 7. 第四節. 研究範圍與限制 ·························································· 11. 第二章. 文獻探討 ········································································· 13. 第一節. 教育政策執行之意涵及其影響因素 ··································· 13. 第二節. 卓越學校之意涵與相關理論············································ 23. 第三節. 新北市卓越學校政策之內涵與實施 ··································· 40. 第四節. 新北市卓越學校政策執行之相關研究 ································ 58. 第三章. 研究設計與實施 ································································ 69. 第一節. 研究架構 ··································································· 69. 第二節. 研究對象 ··································································· 70. 第三節. 研究工具 ··································································· 72. 第四節. 實施程序 ··································································· 81 i.
(10) 第五節 第四章. 資料分析 ··································································· 84. 研究結果分析與討論 ·························································· 87. 第一節. 卓越學校政策執行與執行影響因素之分析與討論 ················· 87. 第二節. 卓越學校政策執行之差異情形分析與討論 ·························· 98. 第三節. 卓越學校政策執行影響因素之差異情形分析與討論 ············ 148. 第四節. 卓越學校政策執行影響因素與政策執行之相關分析與討論 ··· 191. 第五章. 結論與建議 ···································································· 195. 第一節. 結論 ······································································· 195. 第二節. 建議 ······································································· 198. 參考文獻 ··················································································· 203 中文部分 ············································································· 203 英文部分 ············································································· 207 附錄························································································· 209 附錄一. 新北市卓越學校政策執行調查問卷（專家審題） ··············· 209. 附錄二. 新北市卓越學校政策執行調查問卷（預試） ····················· 219. 附錄三. 新北市卓越學校政策執行調查問卷（正式） ····················· 226. 附錄四. 新北市卓越學校政策執行調查問卷專家審查意見及篩選情形 ············································································· 232. ii.
(11) 表次 表 2-1. 新北市卓越學校指標架構表 ·················································· 48. 表 2-2. 臺北縣 2010 年邁向卓越學校認證決審通過名單 ························· 52. 表 2-3. 新北市 2011 年卓越學校認證參加件數統計表 ···························· 54. 表 2-4. 新北市 2011 年卓越學校認證決審通過名單 ······························· 54. 表 2-5. 新北市 2011 年卓越學校認證決審通過率 ·································· 55. 表 2-6. 新北市 2012 年卓越學校認證決審通過名單 ······························· 57. 表 2-7. 教育政策執行之相關研究 ····················································· 58. 表 2-8. 卓越學校之研究 ································································· 63. 表 2-9. 優質學校之研究 ································································· 65. 表 3-1. 新北市各行政分區樣本學校分配表 ········································· 71. 表 3-2. 新北市各規模樣本學校發放問卷數一覽表································· 72. 表 3-3. 建立專家效度之教育學者與實務工作者名單······························ 73. 表 3-4. 預試問卷發放及回收統計表 ·················································· 74. 表 3-5. 卓越學校政策執行量表之預試統計分析摘要表 ··························· 77. 表 3-6. 卓越學校政策執行影響因素量表之預試統計分析摘要表 ··············· 78. 表 3-7. 正式問卷內容配置表 ··························································· 79. 表 3-8. 正式問卷發放與回收統計表 ·················································· 82. 表 3-9. 正式問卷之基本資料次數分配統計表 ······································ 83. 表 4-1. 卓越學校政策執行之整體分析表 ············································ 88. 表 4-2. 卓越學校政策執行之政策內涵構面分析表································· 88. 表 4-3. 卓越學校政策執行之認證機制構面分析表································· 89. 表 4-4. 卓越學校政策執行之執行過程構面分析表································· 90. 表 4-5. 卓越學校政策執行之執行成效構面分析表································· 91. 表 4-6. 卓越學校政策執行影響因素之整體分析表································· 92. 表 4-7. 卓越學校政策執行影響因素之政策屬性構面分析表 ····················· 92. iii.
(12) 表 4-8. 卓越學校政策執行影響因素之組織特質構面分析表 ··················· 93. 表 4-9. 卓越學校政策執行影響因素之人員因素構面分析表 ··················· 94. 表 4-10. 卓越學校政策執行影響因素之社會環境構面分析表 ··················· 95. 表 4-11. 不同性別教育人員在卓越學校政策執行之 t 考驗分析－政策內涵 ·· 99. 表 4-12. 不同性別教育人員在卓越學校政策執行之 t 考驗分析－認證機制 ··················································································· 100. 表 4-13. 不同性別教育人員在卓越學校政策執行之 t 考驗分析－執行過程 ··················································································· 101. 表 4-14. 不同性別教育人員在卓越學校政策執行之 t 考驗分析－執行成效 ··················································································· 101. 表 4-15. 不同年齡教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 103. 表 4-16. 不同年齡教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 104. 表 4-17. 不同年齡教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 105. 表 4-18. 不同年齡教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 107. 表 4-19. 不同學歷教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 108. 表 4-20. 不同學歷教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 109. 表 4-21. 不同學歷教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 111. 表 4-22. 不同學歷教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 112. 表 4-23. 不同職務教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 113. 表 4-24. 不同職務教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 114. iv.
(13) 表 4-25. 不同職務教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 116. 表 4-26. 不同職務教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 117. 表 4-27. 不同年資教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 119. 表 4-28. 不同年資教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 120. 表 4-29. 不同年資教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 121. 表 4-30. 不同年資教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 122. 表 4-31. 不同學校地區教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 124. 表 4-32. 不同學校地區教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 126. 表 4-33. 不同學校地區教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 129. 表 4-34. 不同學校地區教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 131. 表 4-35. 不同學校規模教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 133. 表 4-36. 不同學校規模教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 134. 表 4-37. 不同學校規模教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 135. 表 4-38. 不同學校規模教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 137. 表 4-39. 不同得獎經歷教育人員在卓越學校政策執行之變異數分析－政策內涵 ··················································································· 138. 表 4-40. 不同得獎經歷教育人員在卓越學校政策執行之變異數分析－認證機制 ··················································································· 139 v.
(14) 表 4-41. 不同得獎經歷教育人員在卓越學校政策執行之變異數分析－執行過程 ··················································································· 140. 表 4-42. 不同得獎經歷教育人員在卓越學校政策執行之變異數分析－執行成效 ··················································································· 142. 表 4-43. 不同背景教育人員知覺卓越學校政策執行各構面與整體之差異情形 ··················································································· 147. 表 4-44. 不同性別教育人員在卓越學校政策執行影響因素之 t 考驗分析－政策 屬性 ············································································· 148. 表 4-45. 不同性別教育人員在卓越學校政策執行影響因素之 t 考驗分析－組織 特質 ············································································· 149. 表 4-46. 不同性別教育人員在卓越學校政策執行影響因素之 t 考驗分析－人員 因素 ············································································· 150. 表 4-47. 不同性別教育人員在卓越學校政策執行影響因素之 t 考驗分析－社會 環境 ············································································· 151. 表 4-48. 不同年齡教育人員在卓越學校政策執行影響因素之變異數分析－政策 屬性 ············································································· 152. 表 4-49. 不同年齡教育人員在卓越學校政策執行影響因素之變異數分析－組織 特質 ············································································· 153. 表 4-50. 不同年齡教育人員在卓越學校政策執行影響因素之變異數分析－人員 因素 ············································································· 154. 表 4-51. 不同年齡教育人員在卓越學校政策執行影響因素之變異數分析－社會 環境 ············································································· 155. 表 4-52. 不同學歷教育人員在卓越學校政策執行影響因素之變異數分析－政策 屬性 ············································································· 156. 表 4-53. 不同學歷教育人員在卓越學校政策執行影響因素之變異數分析－組織 特質 ············································································· 157. 表 4-54. 不同學歷教育人員在卓越學校政策執行影響因素之變異數分析－人員 因素 ············································································· 158. 表 4-55. 不同學歷教育人員在卓越學校政策執行影響因素之變異數分析－社會 環境 ············································································· 159. 表 4-56. 不同職務教育人員在卓越學校政策執行影響因素之變異數分析－政策 屬性 ············································································· 160 vi.
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