| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 88 === Abstract
The purposes of this study are to ask for the theory related to school-based management and teacher''s role perception. Besides, it is also to find out the fact of carrying out school-based management at primary school in Taipei County. Finally, based on the research findings, the recommendations are offered as the improvement for relevant institutes.
To achieve the purposes above, the research adopts the methodology of literature analysis, questionnaire survey, and interview survey. Firstly, through the collection and analysis of literature, relevant the theory related to school-based management and teacher''s role perception. Secondary, questionnaire survey helps to know the fact of carrying out school-based management at primary school in Taipei County. Those also help to know the opinions from interviewees of school-based management and teacher''s role perception. Finally, interview survey helps to know the opinions from interviewees of teacher''s role perception in school-based management.
From the methodology, the conclusions are obtained as followed.
1.School-based management includes five categories. Through empowering and distributing the power, provides the different school member chances to participate in school affairs. In the implement, it has advantages, faults, and handicaps.
2.In the layer of primary school in Taipei County, it lacks budget decision-making power, and it is disadvantageous to school development.
3.In school administration, the primary schools are within too limits by the superintendent of locality government.
4.In the implement of school-based management in primary school, the degree of decision-making power of every category is not the same, and the effects in implement are not obvious.
5.The administration distributes the power to primary school, but it lacks evaluation.
6.A primary schoolteacher lacks the deep recognition and perception about school-based management, and lacks enough professional accomplishments. The school circumstance is disadvantaged for teachers to participate school affaires.
7.The primary schoolteacher''s role of school-based budgeting in fact is no participating, and the most teachers consider that teacher''s role of school-based budgeting should be opinion providing. The teachers don''t desire to participate in school-based budgeting affaires.
8.The primary schoolteacher''s role of school-based personnel in fact and in consideration is both mutual decisions. And teachers desire to participate in school-based personnel affaires considerably.
9.The primary schoolteacher''s role of school-based curriculum in fact and in consideration is both mutual decisions. And teachers are very willing to participate in school-based curriculum affaires.
10.The primary schoolteacher''s role of school-based teaching and instruction in fact and in consideration is both full empowered. And teachers'' willing is very high to participate in school-based teaching and instruction affaires.
11.The primary schoolteacher''s role of school-based other affaires in fact are mutual decision and opinion providing, but in consideration is mutual decision. And teachers desire to participate in school-based other affaires considerably.
12.An ideal teacher''s role of school-based management is to be a professional teacher, an administration participator, and a study maker.
13.The methods of improving on teacher''s role perception of school-based management are to make participating chances, to build advantages to school-based management, and to carry it out by gradual progress.
Finally, the points followed are suggested.
1.To modify laws and decrees that make it to fit in with the spirit of school-based management.
2.Make law about limits of authority of teacher in participating on administration, and establish firmly participating means and standards.
3.Make sure further education of teacher professional, and promote teacher''s knowledge and ability.
4.Set up evaluation system, and raise the administration efficiency of school-based management.
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