A Study on the Effectiveness of the School Actualization Program

• Main Authors: HUANG,FONG-RONG, 黃烽榮
• Other Authors: Sun,Chih-Lin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/s5zvcy

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === Abstract The School Actualization Program (SAP) has been promoted since the 2006 academic year. Its purpose is to improve the enrollment rate and balance the urban-rural gap to ensure the equity and quality of high school education. In the past, research on the SAP focused on case studies, construction indicators, and implementation status. The SAP is about to reach the monument in the past ten years. What is the effectiveness of its implementation? It is worth exploring. This study uses the Ministry of Education's key performance indicators (KPIs) for the SAP as a theoretical basis for exploring the effectiveness of program implementation, self-developing questionnaires, and issuing schools that receive program subsidies to evaluate the effectiveness of program implementation. The sample of 630 teachers from 42 schools are expected to be taken from the north, middle, south, east and outlying areas by random sampling. There are 460 valid samples were recovered, and the effective recovery rate was 73%. The results of the study will examine the performance of the SAP in the KPI, and analyze the school evaluation results, teacher professional development, student proximity, student suitability, curriculum development, and administrative efficiency to understand the overall benefits. Finally, based on the results of the evaluation, relevant recommendations on the follow-up of the high school quality improvement program are proposed. This study will help to understand the implementation effectiveness of the SAP. It will be able to understand the implementation of the school's quality and balanced regional development with fairness and quality under the program subsidy. 1. The implementation of the high-quality and quality-assisted schemes has achieved good results. Among them, the "professional professional development" is the highest and the "school performance overall performance" is the lowest. 2. Different views on the effectiveness of the "School Administration" in the "School Administration" of the High School Quality Assurance Scheme are different. 3. There are differences in the views on the effectiveness of the "professional development" and "student suitability" of the "High School Quality Assurance Scheme" for the "Quality of the Post", "School History" and "School Size". 4. Different "service years", "job positions" and "school locations" have different views on the effectiveness of the "curricular feature development" of the high school quality support scheme. 5. Different "service years", "job positions" and "school locations" have different views on the effectiveness of the "community collaboration relationship" of the high school quality support scheme. 6. Different "Serving" and "School Locations" have different views on the effectiveness of the "School Overall Performance" implementation of the High School Quality Assurance Programme. Finally, based on the research results, relevant suggestions are put forward as a reference for schools and educational administrative agencies to promote high-quality high-quality auxiliary programs. Keywords: School Actualization Program(SAP), performance evaluation, key performance indicators