| Summary: | 博士 === 國立新竹教育大學 === 教育學系博士班 === 97 === Abstract
This research aims to understand school management and development and difficulties faced and coping strategies adopted by specialist schools in Taiwan. Located in north, central, south and east part of Taiwan, subjects were 158 specialist schools declared by Ministry of Education in 2007 and 2008. Questionnaire survey and interview were employed. In total, 1188 questionnaires were issued and 985 effective questionnaires were recovered (response rate 82.9%). with 18 principals and directors from 9 schools interviewed. Research conclusions are as the following:
1. Overall development of specialist schools in Taiwan is fairly good. In all
dimensions, “experiential learning” achieved the best results while “strategic alliance” required more integration of resources.
2. Educatiors who are male, aged between 41 and 50, with with Ph. D degree or undergraduate, principal or works in school with less than 6 classes has positive perception of developments of specialist school.
3. The six major development obstacles confronted by specialist schools in Taiwan include: 1) parents’ insufficient understanding of specialist curriculum; 2) learning periods in other fields may be crowded out; 3) lack of qualified teachers; 4) lack of community resources; 5) resources are not constantly available; and 6) lack of webpage designers in specialist school.
4. Specialist schools in Taiwan adapt following strategies to overcome the aforementioned obstacles: 1) building consensus on school transformation; 2) integrating specialist curriculum into school-based curriculum; 3) introducing volunteers; 4) making full use of community resources; 5) seeking more development projects; and 6) employing professional webpage designer.
5. The following are several factors essential to successful school transformation: 1) community with abundant resources will help school develop; 2) educational personnel should be sensitive to educational resources to develop school features; 3) reaching consensus on school transformation could pool energy to develop features; 4) only with excellent teaching team can schools develop features; 5) principal’s innovative thinking helps turn a new leaf for school; and 6) educational policy should inject budget so that schools can sustain the development of feature .
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