以平衡計分卡建構國民小學班級經營策略之研究 － 以高雄縣為例

• Main Authors: Lo, Hsin-jung, 羅欣蓉
• Other Authors: 楊宗文
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/10383629876818335565

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 iii iv 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.