| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 90 === PTA Chairman’s Role Expectations and Implementation in
Taipei Elementary Schools
Chung-Hsien Yang
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Abstract
The main purpose of this study was to probe into the PTA chairman’s role expectations and implementation in Taipei elementary schools. The objects of study are Taipei public elementary school’s PTA chairmen, school personnel, and parents. This research employs a self-designed questionnaire survey, “The Study of PTA Chairman’s Role Expectations and Implementation in Taipei Elementary Schools” in which reliability and validity are accounted on the analysis. Total number of surveys distributed is 927 and 764 surveys are returned as effective samples. Various statistical approaches have applied to analyze the effective samples including: percentage, mean, standard deviation, Chi-square test, one-way analysis of variance, Scheffe method. There are several conclusions made from the survey analysis:
I. PTA chairman’s top five role expectations are in the following successive orders: “Conference Leader”, “School Activity Supervisor”, “Activity Supporter”, “Resource Provider”, “Problem Counselor”.
II. From the above five expectations entrusted on a PTA chairman, role expectations surpass role implementation. This result proves that there is high expectation on PTA chairmen to do better.
III. Among the five role expectations, the expected role as a “Conference Leader” leads in both role expectations and role implementation. This result proves that PTA chairmen in Taipei public elementary schools can all abide by the decree and effectively lead the PTA operations.
IV. School personnel do not wish for PTA chairman to hold active role as a “School Activity Supervisor”; however, PTA chairmen hold contrary views.
V. The role expectations and implementation as a “Problem Counselor” is among the most controversial. This proves that there is high expectation for PTA chairman to take the role as a problem counselor, but it seems that the actual implementation still calls for improvement.
VI. The self-expectation survey on the five roles of Taipei PTA chairmen differentiate by school locations. Especially in the culture and education sector, the expectations entrusted on a PTA chairman exceed the expectations from other sectors.
VII. School personnel’s expectations entrusted on the PTA chairman do not vary by school locations; however, the expectations differentiate in all other areas. The result proves that school personnel who are either male, or with graduate degree, or principal have higher expectations for the PTA chairman.
VIII. The parents’ role expectations on the PTA chairman, beside the different roles held in PTA and the school size which have obvious differences, there are no remarkable differences in other areas. This result proves that parents who are also PTA committee members and parents from school size over 73 classes have higher expectations for the PTA chairman.
IX. The self-implementation evaluations on the five roles of PTA chairman result in no differences in all areas.
X. School personnel’s PTA chairman implementation evaluations result in great differences in all areas. Regardless of sex, education background, position, school size, and school locations, all have obvious differences. Especially the school personnel who are male, or with graduate degree, or principal, or school class size of 13-36, or culture and education sector have more strict role implementation evaluation.
XI. The parents’ PTA chairman implementation evaluation, beside the different roles held in PTA and school location which have obvious differences, there are no remarkable differences in other areas. This result proves that parents who are also PTA committee members have higher implementation expectation on the PTA chairman, and the result can be categorized by school location:
Culture and education sector: “Conference Leader”, “Activity Supporter”, “Problem Counselor”
Agriculture sector: “School Activity Supervisor”, “Activity Supporter”, “Resource Provider”, “Problem Counselor”.
Residential sector: “Conference Leader”, “Activity Supporter”, “Problem Counselor”.
Based on the above survey conclusions, the researcher has the following suggestions:
I. Suggestions to the education administration
A. Revise the PTA organization rules in all education levels and clearly define the roles of PTA chairman.
B. Provide special assistance to suburban schools to balance school education resources between urban and suburban schools.
C. Conduct PTA chairman seminars to enhance and emphasize the role of PTA chairman.
II. Suggestions to school personnel
A. Give greater acceptance and open hearts to parents participating in school activities.
B. Strengthen PTA organization and expand PTA function.
C. Hold activities between teachers and PTA to improve mutual trust.
III. Suggestions to parents
A. Establish PTA organization according to decree and discreetly elect PTA chairman.
B. Participate aggressively in PTA operations and gather PTA strength.
IV. Suggestions to PTA chairman
A. Discard personal views and truly represent PTA.
B. Participate aggressively in education reform and decision making; expand the aggressive function of PTA.
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