Abstract
The purpose of the research is to understand the using of community resources and the effectiveness in elementary school in Taipei County. The research employed documents analysis and questionnaire survey. The questionnaire survey was conducted using “The employment of community resources and effectiveness in elementary school in Taipei County questionnaire”, and collected 511 valid samples from elementary school teachers. The average, statistical dispersion, and percentages of variants were analyzed statistically, using factor analysis, reliability estimation, the descriptive statistics, t test, one-way MANOVA, one-way ANOVA, and Scheffe’s method. The results of this research are as follows:
1. Education workers in elementary schools in Taipei county generally can generally identify with the idea of employing community resources to achieve the goal of
“resources integration” and “integrated learning”, and thus to enhance the effectiveness of schools.
2. Education workers in rural elementary schools Taipei County have higher recognition aspects of educational value and acknowledgement and strategies in employment of community resources, as well as students’ performance in school effectiveness than education workers in other areas of Taipei County.
3. Variants such as age, working experience, education background, position, and school sizes affect the recognition of using community resources.
4. Variants such as age, working experience, education background, position, and school sizes affect to the recognition of using community resources to enhance school effectiveness.
5. For education workers in elementary schools in Taipei County, the correlation between the recognition of employing community resources and the enhancement of
school effectiveness is positive.
The suggestions of the research are as follow:
1. To the education administrative offices:
1Remove the bureaucratic structure in schools and practice school-based management.
2Be more attentive to rural schools and continue the “Education Priority Area”
policy to achieve the balanced development in city and rural areas.
3Hold the training sessions of using community resources for teachers.
2. To the school administrative:
1Make adjustments to help teachers doing administrative works, and increase the opportunity for teachers working in administrative works.
2The principles should make examples to establish good relationship with the community, and employ more resources to elevate the school effectiveness.
3Use community resources to solve problems in schools and help the future development.
4By the encouraging the involvements of the community, facilitating the ideal of a school-based community and a community-based school.
3. To the teachers:
1Make good use of community resources to enrich the teaching contents, and raise the effectiveness of teaching.
2Be more active in participation of school administrative works, and develop the idea of “All for one, One for all”.
