A Study of How the Degrees of Schools Integrated in the
Community Empowerment Influence to Promote
Community Effectiveness in Elementary Schools
Abstract
The primary aim of the study was to investigate how the degrees of schools
integrated in the community empowerment influence to promote community effectiveness in elementary schools using questionnaire analysis. The samples of 250 residents were chosen from communities in Kaohsiung by stratified random sampling. There were 215 valid responses from the target residents. Finally, the data was analyzed using the method of descriptive and inferential statistics, including mean and standard deviation, t-test, and multiple stepwise regression.
The main findings of this study are shown in the following:
1. The residents’ consciousness to the degrees of schools integrated in the community empowerment are only acceptable.
2. The residents’ consciousness to the degrees of community effectiveness are close to good.
3. There are significant differences among different “age”, “occupation”, and “there are or not children studying in elementary schools” residents’ consciousness to the degrees of schools integrated in the community empowerment.
4. There are significant differences among different “location”, “attribution”, “sex”, and “occupation” residents’ consciousness to the degrees of community
effectiveness.
5. The “sustainable development”of the degrees of schools integrated in the community empowerment has the most significant explanation on the
predictability in relation to all factors and the whole community effectiveness .
Keywords: Community empowerment, schools integrated in the community
(二)社區在教育上的定義
在國內,就學校而言,所指社區基本上是以其學區為範圍,學區的家長、學生 是其重要的組成群體,而學區內民眾的生活品質與道德水準,可以看出社區品質良 窳(林振春 1994)。
得分,分別給4至1分。得分愈高,學校融入社區總體營造的程度愈高。
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