| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 95 === The purpose of this study is to understand the impact of principals’ awareness of the low birth rate phenomenon upon primary school education and to understand the different-background principals’ awareness of and attitude toward such phenomenon. A questionnaire named “The Questionnaire of Primary School Principals’ awareness of and attitude toward the Impact of Low Birth Rate” is used as the research method. The objects are the public primary school principals of Northern Taiwan. Seven areas include Taipei city, Taipei county, Keelung city, Ilan county, Taoyuan county, Hsinchu city, and Hsinchu county. 753 questionnaires are sent and 413 are valid(55%). The data are analyzed by means of descriptive statistics, t-test and one-way ANOVA.
The results of principals’ awareness of low birth rate are as follows,
A) Principals are aware of the impact of low birth rate upon primary school education.
B) Female principals have better awareness than male ones of the impact of low birth rate to students.
C) Principals between 31 to 50 have better awareness of the phenomenon’s impact upon school administration than those who are 51 or above. Besides, principals between 41 to 50 have better awareness of such impact upon teachers than those who are 51 or above.
D) Principals whose academic backgrounds are different have no significant differences in their awareness.
E) Principals from remote areas have better awareness.
F) Principals who have served for more than ten years have better awareness of the phenomenon’s impact upon school environment, administration, and teachers.
G) Principals whose schools are larger than 49 classes have worse awareness of the phenomenon impact upon school environment and administration than those whose schools are smaller. But as far as the aspect of students is concerned, these principals have better awareness than those whose schools are smaller than 12 classes.
The results of principals’ attitude toward the impact of low birth rate upon school management are as follows,
A) Principals tend to utilize the unused space to improve learning environment and to enhance learning efficiency.
B) As far as school development and transformation is concerned, principals tend to associate with local industry and culture.
C) Principals put emphasis on marking and advertising to enroll new students.
D) Principals balance budget by economizing expenses.
E) Principals tend to establish an evaluation system as the standard for those inappropriate teachers to leave the position and thus to solve the problem of over-loading faculty.
F) Principals tend to solve students’ problems by raising teachers’ and parents’ ability to teach and discipline.
The results of different-background principals’ attitude toward the phenomenon’s impact upon school management are as follows,
A) Different-background principals have no significant differences in their attitude toward how to utilize unused space. Such space is primarily for the purpose of teaching and learning.
B) Though different-background principals do not reach the consensus of school transformation issue, their attitude, primarily aiming at curriculum transformation, is not quite different.
C) Different-background principals, as far as enrollment is concerned, intend to develop school characteristics to advertise and market.
D) Different-background principals have no significant differences in their attitude toward budget balance. To economize is the main strategy.
E) Different-background principals have different attitude toward how to solve the problem of over-loading faculty. Principals of different genders, academic backgrounds, school locations, and scopes will establish an evaluation system as the standard for those inappropriate teachers to leave the position while principals of different ages and academic backgrounds will replace incumbent teachers with substitutes. Besides, principals who have served for different spans of time will transfer teachers to other schools nearby to solve the problem.
F) Different-background principals have no significant differences in their attitude toward the problem of student management. They would enhance teachers’ and parents’ ability to teach and discipline.
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