The study of teachers'' participation in administrative decision-making and teacher empowerment in elementary schools

• Main Authors: Lo Yun-Chen, 羅云辰
• Other Authors: 林明地
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/16540180278693741695

碩士 === 國立中正大學 === 教育研究所 === 92 === The purposes of this study were to understand the current condition of teachers’ participation in administrative decision-making and teacher empowerment, to study the differences between teachers’ personal variables and diverse school backgrounds, and to investigate the relation between teachers’ participation in administrative decision-making and teacher empowerment. These were for the reference of future studies. A survey was taken with “Questionnaire of Elementary School Teachers’ Participation in Administrative Decision-making and Teacher Empowerment” of the teachers in public elementary schools in the four counties of mid-Taiwan, and 638 teachers’ data were acquired. The data were analyzed by research methods such as describe statistic, t-test, one-way ANOVA, and Pearson’s product-moment correlation. The major results of this research were as follows: I.Public elementary school teachers in the four counties of mid-Taiwan had low degree of teachers’ participation in administrative decision-making while they participated the most in managerial affairs, and the lowest in strategic affairs. II.Public elementary school teachers in the four counties of mid-Taiwan had fine teacher empowerment, in which the progress of professions was rated the highest, and the autonomy was rated the lowest. III.There were significant differences among position, educational background, years of teaching, school size, school location, and the existence of teacher’s union in school for teachers’ participation in administrative decision-making. IV.There were significant differences among position, educational background, years of teaching, and school size for the awareness of teacher empowerment. V.Teachers’ participation in administrative decision-making and teacher empowerment as a whole were positively relative to the different dimensions. Finally, according to the research results, this study provides suggestions for educational administrative institutions, elementary school administrators, teachers, and future researchers.