| Summary: | 碩士 === 國立新竹師範學院 === 國民教育研究所 === 88 === A study of Taichung County Elementary School Educational
Reform and School Effectiveness
By Tsung- Ti Lin
ABSTRACT
The main purpose of this study was to（1）investigate current situation of elementary school educational reform and school effectiveness in Taichung County,（2）explore principals'''' and teachers'''' perceptive differences on these two areas,（3）analyze the relationship between elementary school educational reform and school effectiveness and（4）explore the predictive power of elementary school reform on the part of school effectiveness.
The major instrument " Elementary School Educational Reform Situation Description Questionnaire" was designed to collect data. The instrument comprises two parts: Elementary School Educational Reform Scale and Elementary School Effectiveness Scale. A sample of 52 principals and 782 full-time, part-time teachers and administrators was generated and returned data were analyzed through mean, standard deviation, t-test, ANOVA, canonical correlation, and multiple stepwise regression analysis. The major results were summarized as follows:
1. Most of the principals and teachers perceived school reform, with the initiation of school-based management as the most often perceived behaviors and establishment learning-oriented communities as the least perceived ones. In addition, a majority of of the principals and teachers rated high on overall school effectiveness, with the instructional effectiveness as the most perceived indicators and the school socielization effectiveness as the least perceived ones. Furthermore, some significant differences were found between elementary school reform and school effectiveness.
2.While no significant differences were found on the part of school reform, given the consideration of principals,teacher with administrators'''' background variables , significant differences were found on the full-time teachers and part-time teachers, with different background variables:
(1). No significant differences were found on the part of the initiation of school-based management,the development of student-need-oriented education, the establishment of learning-oriented communities and overall educational reform, given the consideration of full-time teachers'''' and part-time teachers'''' sex.
(2). Significant differences were found on the part of the initiation of school-based management, the development of student-need-oriented education, the establishment of learning-oriented communities and overall educational reform,given the consideration of full-time teachers'''' service period. In general, teachers with 21-30 years service period have more perceived behaviors than others. No significant difference were found in part-time teachers.
Significant differences were found, given the consideration of full-time teachers'''' educational background. Teachers graduate from junior teacher schools have more often perceived behaviors than graduate from teacher college. No significant differences in part-time teachers.
Significant differences were found, given the consideration of school size. In general, full-time teachers in small and medium schools have more often perceived behaviors than teachers in large schools. Part-time teachers in small schools have more often perceived behaviors than teachers in large schools.
3. While no significant differences were found on the part of school effectiveness, given the consideration of principals,teacher with administrators'''' background variables, significant differences were found in the full-time teachers and part-time teachers, with different background variables.
(1). No significant differences were found on the part of administrative effectiveness, instructional effectiveness, school socielization effectiveness and overall school effectiveness, given the consideration of full-time teachers'''' and part-time teachers'''' sex and educational background.
(2). Significant differences were found on the part of administrative effectiveness, instructional effectiveness, school socielization effectiveness and overall school effectiveness, given the consideration of full-time teachers'''' service period. In general, teachers with 21-30 years service period have more perceived behaviors than others. No significant difference were found in part-time teachers.
Significant differences were found, given the consideration of school size. In general, full-time teachers in small and medium schools have more often perceived behaviors than teachers in large schools. On the part of administrative effectiveness and overall school effectiveness, part-time teachers in small schools have more often perceived behaviors than teachers in large schools.
4. Significant positive canonical correlation were found between educational reform and school effectiveness.
5. In general, the development of student-need-oriented education and the initiation of school-bassed management were the most positive predictors of school effectiveness.
Based on research results, the study proposes the following suggestions:
1. Educational authorities should :
(1). be more active involving school reform, and never forgiving.
(2). make enough communication before facilitate school reform.
(3). give schools more free space.
(4). encourage the consolidation of schools and communities.
(5). reduce the school size.
2. Elementary schools shonld:
(1). simplify school administrative jobs, facilitate school-bassed
management.
(2). pay attantion to teachers'''' opinions.
(3). take more care on less senior teachers.
(4). promote full-time teachers'''' perceived behaviors on school reform
and school effectiveness.
(5). establish an learn-oriented environment between schools and
communities.
3. The future study should:
(1). utilize a variety of data collecting techniques sush as qualitative visits,
observations and interviews.
(2). utilize a variety of indictors to realize the situation of educational reform
and school effectiveness.
(3). enlarge the sample to all of the elementary schools in Taiwan, and if
possible, comparative study among the schools should be utilized to analyze
individual school''''s strength and weakness regarding school reform.
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