| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 102 === The aim of the research is to explore the correlation between Yunlin county school transformative quality evaluation and perception of school effectiveness. This dissertation focus on randomly choosing samples about the Yunlin county small-size primary schools which passed evaluation of quality transformative project, and executed for more than two years.
First of all, researcher collected references around the world as basis and defined four perspective about school effectiveness – “administrative service and execution”, “profession and teaching of teachers”, “performance of students”, “combination of social resource” – Inducing the transformative quality evaluation index connotation and practical execution as six types – “construction about the differential learning ability of students”, “plan and execution of school based curriculum”, “improvement and professional development of teachers”, “administrative mechanism effectively supporting teaching”, “correlation between school and community”, and “characteristic and plan of school”. Building “questionnaire of transformative quality evaluation and perception of school effectiveness” as a research tool to explore the difference between school effectiveness and transformative quality evaluation related to the sex, age, duration, position, school location, size, the first attending year, times of evaluation, and times of designing project of primary school teachers attending transformative quality evaluation in Yunlin county. In order to increase the availability of questionnaires, the specialists examined and analyzed those. The research adopted thirty random samples from three types of transformative quality evaluation schools respectively. From one hundred and sixty-seven questionnaires, the research analyzed data with descriptive statistic, independent sample t test, single factor variance analysis, Pearson correlation underperformance, and multiple regression analysis.
The conclusions are as follows:
1.Attainment difference of the perception of primary school teachers who attend transformative quality evaluation about school effectiveness and transformative quality evaluation.
2.Teachers who attend transformative quality evaluation got the greatest points in “profession and teaching of teachers”, different “sex”, “duration”, “position”, “school location”, “times of evaluation”, and “times of designing project teachers” make dramatic difference between “administrative service and execution”, “profession and teaching of teachers”, “performance of students”, “combination of social resource”.
3.Teachers who attend transformative quality evaluation got the greatest points in “plan and execution of school based curriculum”. Different “sex”, “duration”, “position”, “school location”, “the first attending year”, and “times of evaluation” teachers make dramatic difference between “construction about the differential learning ability of students”, “plan and execution of school based curriculum”, “improvement and professional development of teachers”, “administrative mechanism effectively supporting teaching”, “correlation between school and community”.
4.Transformative quality evaluation connotation can predict the effectiveness of schools.
Eventually, the research can provided to educational administration, transformative quality schools, and researches in the future according to the results and discussion.
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