| Summary: | 博士 === 國立嘉義大學 === 教育學系研究所 === 99 === Abstract
The main purpose of this study is to construct and verify curriculum management quality management indicators of elementary school and to discuss the current status of curriculum management quality management. The whole text is divided into three parts. The first part is theory construction. It includes 3 systems（driving force system, operation system and achievement system）, 10 aspects（external influence factor, principal's curriculum policy, tactics plan, curriculum demands of stakeholders, stimulate potential of curriculum, course management, knowledge and information management, management performance）, 23 dimensions（changes of system structure and environmental train of thought, educational ideological trend and social changes, administrative technology faces, organization system and interpersonal relationships, the ethics of the campus and a symbol of culture, course research, curriculum plan, curriculum design, students, the expectations of parents and community, satisfy students, teachers, parents' demands excites the teacher's motive, encourage diversity in the selection of course materials, affirm a teacher is the major executor of course, strengthen teacher's knoeledge of course , Learner-centered teaching, conflict management, curriculum evaluation, the administrative system of information and knowledge, supporting activity management, students' study displaying, efficiency and quality of school, teacher's effective teaching , parents’ satisfaction） and 76 important indicators.
In second part based on” school curriculum management quality management indicators”, I work out the questionnaire of ” school curriculum management quality management indicators relative weight”.By using Analytic Hierarchy Process (AHP), I implement an investigation to construct the relative weight of indicators between the index variables. The result of study : the relative weight on the aspects is that “ the external influence factor “ accounts for 9.02%, “ the principal's curriculum policy “ accounts for 27.34%, “ the tactics plan ” accounts for 12.13%, “ curriculum demands of stakeholders “accounts for 8.60%, “ stimulate potential of curriculum “accounts for 9.59%, “course management” accounts for 7.35%, “ knowledge and information management “ accounts for 5.60%, “ management performance“ accounts for 19.15%.
The third part is about empirical analysis. I sent out a total of 342 questionnaires. The effective questionnaires count 264, the effective rate of recovery is 77.19%. Through quantitative statistical analysis, this study obtains the following conclusions :
I、 The intension of driving force system of elementary school curriculum management quality management includes two aspects as “the external influence factor“and“principal's curriculum policy“.
II、 The intension of operation system of elementary school curriculum management quality management includes five aspects as “tactics plan”, “curriculum demands of stakeholders”, “stimulate potential of curriculum”, “course management”, “knowledge and information management”.
III、 The intension of management performance system of elementary school curriculum management quality management includes four dimensions as “students' study displaying”,”efficiency and quality of school”, “teacher's effective teaching” , “parents’ satisfaction”.
IV、 The present status of elementary school curriculum management quality management is that the practice degree of every indicator is only up to the upper level in driving force system, operation system and achievement system. There is space to make efforts.
V、 Taechers with different background【positions】、【ages】will make difference in the practice degree of driving force system of curriculum management quality management.
VI、 Taechers with different background【ages】、【service seniority】、【positions】、【school area】will make difference in the practice degree of operation system of curriculum management quality management.
VII、 Taechers with different background 【gender】、【ages】、【positions】、【school scale】、【school area】 will make difference in the practice degree of management performance system of curriculum management quality management.
VIII、 Driving force system of school curriculum management quality management will affect operation system.The higher degree “principal’s curriculum policy” meets, the higher degree it has influence on “tactics plan according degree”and “stimulate potential of curriculum according degree”.
IX、 Driving force system of school curriculum management quality management will affect operation system.The higher degree “external influence factor” meets, the higher degree it has influence on “curriculum demands of stakeholders”.
X、 The according degree of driving force system of school curriculum management quality management has apparent prediction on the according degree of operation system. The existing explanation strength is 72.00%.
XI、 The according degree of driving force system and operation system of school curriculum management quality management has apparent prediction on the according degree of achievement system. The existing explanation strength is 71.00%.
XII、 The indirect effect that driving force system affects achievement ystem through operation system is also significant. Its result value is up to 0.714. However, the direct effect driving force system affects achievement system doesn’t reach a significant impact. As a result, we know that driving force system could have influence on achievement system when it works with operation system.
Finally,based on the results of the study , some recommendations were provided for the school practice workers and future research as a reference.
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