A Study on the Accountability Indicators of Elementary Supplement School

• Main Author: 蘇昭宏
• Other Authors: 蔡明春
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/91838544520156127168

碩士 === 中華大學 === 經營管理研究所 === 96 === The trend of life-long learning has been emphasizing in nowadays. It is necessary to develop a life-long learning society to provide people second chance to get educated. Elementary supplement school is the best occasion for those who did not have the chance to attend school when they were young. Meanwhile, the increase of spouses from other countries have been a major issue of change the sources of students. The diversity of adult students brings more difficulties and challenges; as a result the efficacy of elementary supplement school cannot be under evaluated As for the methodology, the questionnaire was adopted in this study. First, the opinions of 8 related experts, officers and scholars were taken into consideration to formulate the accountability indicators of elementary supplement school. The subjects of this study were purposely sampled. The results of the questionnaire were counted with frequency distribution statistic. Following by the examination of ANP, the important indicators of this structure were located. Comparing with AHP, the relative importance were discussed. Hoping that the results of this study can provide suggestions for educational authorities and supplement schools to elevate the quality of elementary supplement schools. The results were collected from ANP. The indicators of elementary supplement school accountability level 1 included the input phase (15.8%), the process phase (56.3%), and the output phase (27.9%). Regarding to the input phase, there were two evaluation criterions, background resources and faculty resources. There were four criterions at the process phase including, teachers instruction, support service and administration management. And there were three criterions at the out put phase including students’ academic performances, the efficacy of instruction and the public relationships. After the nine criterions were ranked with weighted calculation, the top three evaluation criterions were curriculum design (19.76%), students’ academic performances (15.99%), and teachers instruction (14.13%). Based on the results, the construction of the responsible efficacy of elementary supplement school was formed. Hopefully, this study can shed some light on, educational authorities,elementary supplement schools and future studies.