| Summary: | 碩士 === 正修科技大學 === 經營管理研究所 === 98 === As the more attention to the teachers’ specialties by parents and the educational
administrative agencies, as well as the evaluation of teachers’ specialties which will be
legislated, the teachers now have to enhance their specialties constantly. Because the most
teachers still have doubts about the fairness and objectivity of the evaluation of teachers’
specialties, and furthermore, the class teachers must take the responsibility of helping
students become mature and the classroom management. For those two reasons, the
teachers make the class strategies to seek the appropriate indexes to reach the effective
classroom- management. The Balanced Scorecard (BSC) can transform the strategies into
actions as the scalable index of the four dimensions includes: the customers, the internal
processes, the financial dimension, and learning and growth.
Therefore, this study is based on Balanced Scorecard theory to construct one
measurable structure of classroom- management in the elementary school and taking the
county public elementary school teachers as objects. The purpose of the study was to
construct the structures of classroom- management in the elementary school with the BSC,
to use the method linking with BSC and Analytic Hierarchy Process (AHP) to search and
measure the opposite distribution of dimensions and strategic goals, to use a method of
AHP to search evaluation indicators, and to build up a strategic map with the BSC and the
classroom- management strategies.
The study was composed of questionnaire and ANP methods. First of all, according to
the literature review that discussing the ideas about classroom – management, the strategic
goal was focused on the four dimensions of BSC. Afterwards, the structures of BSC
strategic system were constructed by the conclusions of the former studies and professional
experiences. Then, by using ANP, the depending and feedback relationships during the
high and low levels were carried out to calculate every dimensions and strategic goals.
After that, I can get the importance of strategic goals in every dimension. The evaluation
effectively reflects the important goal of constructing the classroom- management
strategies of the elementary school, and provides the reference which is the
self-examination of classroom- management for elementary school teachers.
According to the literature review and statistic analysis, the conclusions of this study
are:
1. The results show four dimensions, thirteen evaluate items, and fifty-four indicators.
2. The “effective teaching” in the dimensions of internal process which weighs 0.996 is the
most important and the ”effective using community resources” in the dimensions of
finance which weighs 0.4648 is the least important. The experts consider the most
import 5 items in order which are “effective teaching” in the dimensions of internal
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process, “implementation of student counseling” in the dimensions of internal process,
“pursue growth and learning” in the dimensions of learning and growth process,
“classroom capabilities and operational plan” in the dimensions of learning and growth
process, “construct and maintain classroom-management routines” in the dimensions of
internal process.
3. The weight of fifty-four evaluation indicators can provide teachers ways to execute
classroom-management strategies.
4. A strategy map can help developed teachers planning self-professional in
classroom-management for reference.
5. According to sequence of the constructing weight, teachers can manage classes by
selecting the more important index and goal depending on demands.
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