| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 99 === The purpose of this study is to discuss the relationships between the school-based management and school effectiveness of the aboriginal elementary and secondary schools in Kaohsiung-Pingtung region. First, an assessment tool, the questionnaire of “The School-Based Management and School Effectiveness of the Aboriginal Elementary Schools in Kaohsiung-Pingtung Region”, was developed based on related theoretical literatures and empirical researches, and experts’ content validity was constructed. Pilot test was conducted in stage II to construct the reliability and validity of the questionnaire via the statistical measurements such as item analysis and factor analysis. Then, in stage III, the formal questionnaire test was proceeded on the education staff members of the aboriginal elementary and secondary schools in Kaohsiung-Pingtung region. Among a total of 306 copies of the questionnaire being issued to the directors, section chiefs, and teachers in both Kaohsiung and Pingtung counties, 298 copies were collected with a usability of 97%. Descriptive statistics, ANOVA, product-moment correlation analysis, and multiple regression analysis were applied for conducting statistics and analyses on the assumptions proposed in this study.
The following conclusions were drawn in this study:
1. The elementary and secondary school educational staff in Kaohsiung-Pingtung region have a positive recognition on school-based management and school effectiveness.
2. The higher the school-based management of an aboriginal elementary/secondary school in Kaohsiung-Pingtung region is, the better the school effectiveness is.
3. The aboriginal elementary school teachers in Kaohsiung-Pingtung region who are under the age of 30, serve concurrently as the section chief, and manage more than 13 classes possess higher perceptions towards the school-based management implemented in school.
4. The aboriginal elementary school teachers in Pingtung county who aged 41 to 50, serve totally for 21 to 30 years, serve in aboriginal schools for 11 to 30 years, manage less than 6 classes and more than 13 classes, and serve in remote districts possess higher perceptions towards school effectiveness.
5. The better school-based management could be implemented in school, the better the effectiveness is.
6. School-based management could effectively predict school effectiveness. Among which, the administrative operation in school is especially predictable.
According to the foregoing conclusions, the researcher would propose related concrete suggestions and improvement review for the administrative entity of education, future researchers, and aboriginal schools to be referred as a basis for enhancing the effectiveness of aboriginal elementary and secondary schools.
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