| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 91 === Abstract
The purpose of this research is to discuss the theory and real practice of “Crisis Management”. We took elementary schools as our research samples and investigated the correlation between theory and real practice. Based on this research, we provided suggestions for elementary schools to further employ the “Crisis Management” theory.
This research in mainly based on documentary and questionnaire analyses. Based on the results of documentary analysis, we designed a questionnaire to investigate the performance and effectiveness of elementary schools when employing “Crisis Management” concept. Our following conclusions and recommendations reflected from these statistic result and documentary analysis.
To obtain statistic results, we took 72public elementary schools in the Taipei City as our main samples. We issued 720questionnaires and obtained 554 effective samples from school staffs, including teachers, principals, and administration staffs. Based on the above samples and the software of SPSS for windows 8.0 we ran a series of statistics analysis, including mean, percentage, T-test, ANOVA, MANOVA, canonical etc, to come out with the following conclusions:
1.Concerning crisis prevention and preparation status quo by primary schools, it receives the most acknowledgement and recognition by educational personnel to strengthen environmental equipments to engage in crisis prevention and preparation.
2.In the behavior of five aspects of crisis prevention and preparation by primary schools: in the aspect of planning and organizing, the most is to establish crisis handling team or emergency handling team; the least is to formulate campus forbidden area control method. In the aspect of environmental equipment, the most is to set up monitoring system or alarm system at necessary locations or passages of school, the least is to set up warning sign or locking in campus forbidden area (dead corner). In communication network, the best situation is to set up emergency phone contact network, and the lowest is to keep open and close relationship between the school and news media. In the aspect of legal responsibility, when legal responsibility is involved, it is relatively higher to face legal responsibility bravely, and relatively insufficient in legal consultants or consultation experts in crisis handling. In education and training, it is relatively more in consciousness and action to seek for community resources for providing assistance, and the least to hold teachers’ on-the-job training regularly or irregularly aiming at different crisis situation.
3.Concerning the status quo of crisis handling by primary school, leadership and support receive the most acknowledgement and recognition by educational personnel in crisis handling.
4.For behavior on the four aspects in crisis handling by primary school: in the aspect of organizational operation, the most is that school crisis handling personnel provides proper comfort and assistance to victim’s family. In the aspect of leading association, the most situation is that school principal strives for family forgiveness and support actively when crisis happens. In terms of public relationship, the best situation is that the victim feels sincerity of the school in handling crisis. And in the aspect of tracking counseling and guidance, it is relatively better to assist teachers and students to handle sadness after the crisis.
5.Current primary school educational personnel’s behavior in crisis prevention and preparation, and also crisis handling: in the aspect of crisis prevention and preparation, male teachers, with relatively higher educational background, relatively long service term, as principal or administrational supervisor, and middle-scale schools have relatively better performance in terms of crisis prevention and preparation. In the aspect of crisis handling, male teachers, with relatively higher educational background, principal or administrational supervisor, and middle-scale schools have relatively better performance in crisis handling.
6.The relationship between crisis prevention, preparation and crisis handling by primary schools shows significant correlation, which indicates that the higher primary schools prepare for and prevent crisis, the better their performance in crisis handling.
7.These current primary school educational personnel who received high score in crisis prevention and preparation, their performance in campus crisis handling is better than middle-score and low-score groups, and middle-score group is better than low-score group, which indicates that it can improve crisis handling performance to strengthen campus crisis prevention and preparation.
8.For the influence of primary school campus crisis prevention and preparation on crisis handling, through typical correlated analysis, it can be known that the less particular the school crisis prevention and preparation is in terms of planning and organization, environmental equipment, communication network, legal responsibility, education and training, the lower crisis handling performance is in organizational operation, leadership and coordination, public relationship, tracking and guidance.
According to the above conclusion, we provide following recommendations:
1.Recommendation for educational administration
a.Regularly organize “Crisis Management” seminars for school staffs and help them to employ techniques regarding “Crisis Management”.
b.Establish the systems that fulltime administration staffs gradually run administration work.
2.Recommendation for elementary schools
a.Each school should take its own approach to crisis prevention and preparation on its unique teacher backgrounds and school environment.
b.Properly rotate teachers for administration work in order to enhance teachers’ experiences in crisis prevention and preparation and to have more knowledge on overall school’s performances.
c.Strengthen the establishment of legal consultation, so that it is easier for schools to carry out crisis management.
d.Strengthen maintenance of campus safety through improving environmental equipments.
3.Recommendation for schoolteachers
a.Junior teacher should participate in and interact with teams that have experienced teachers, and often take part in relate seminars and activities.
b.Teachers should have more knowledge on “crisis prevention and preparation” concept and are able to improve their students the correct concept on “crisis prevention and preparation”.
4.Recommendation for future studies
a.Regarding the methodology, use more qualitative analysis to enhance research results and to reprove previous quantitative analysis.
b.Regarding the research structure, find out more characteristics about the crisis concept in order to better understand how crisis management works.
c.Broaden the research subjects in order to have comprehensive understanding on how school works on crisis management.
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