| Summary: | 近年來政府財政資源逐年緊縮，但社會大眾對教育品質之要求與日遽增，繼之以近年來少子化之情形日趨嚴重，國民小學開始衍生學生不足及規模過小問題，導致教育投資無效率的情形發生，因此著重衡量投入與產出關係的經營效率概念，成為未來學校經營的重點。本研究綜合實務及理論之觀察，在考量投入與產出評估之觀點下，經由投入及產出指標之計算，進行我國國民小學經營效率之評估，並探討影響我國國民小學經營效率之各項因素驗證其影響，提出增進學校經營效率之建議與策略。
本研究評估我國國小經營效率，以台北市75所公立國小為研究樣本，採用97年度國小歲出計畫預算扣除人事費用之預算、教職員人數、校地面積為投入項，國小六年級國語科、數學科基本能力測驗精熟級以上通過人數、各校市級比賽得分、新生報到人數為產出項，並蒐集各校背景及教師素質、家長社經背景及學區因素等變項資料，藉由資料包絡分析法及Tobit迴歸分析，獲得台北市各公立國小之各項效率結果，及影響學校效率之各項因素分析。主要研究發現：（一）台北市國小技術效率表現尚佳。（二）學校普遍出現學生規模不足情形。（三）、學校成本效率表現普遍不佳。（四）效率表現較佳學校具有學生數多、設校時間較短、家長社經背景較佳特徵。（五）學校間學業成就表現差距較小，但各校師生多元表現表現差距較大。（六）在台北市國民小學經營效率調整方面，現有投入水準下產出有不足之情形，在現有產出水準下則有投入有過多之情形。影響學校經營效率之因素方面，學校特性中只有教師性別、學校成員、學校設立時間對學校經營效率有向顯著之影響；學生家長社會經濟背景方面，學校低收入戶及原住民學生比率越高對學校效率有顯著的負面影響，其餘因素影響並不顯著。學區環境部分，學校所處區位都市化程度越高效率越好，位於住宅區之學校效率優於其他各區。針對研究結果，提出下列建議。（一）規模過小學校，宜進行各項資源整合利用。（二）推動教師專業評鑑及落實考核。（三）建立教育績效責任制提升學校效率。（四）國小校務評鑑可同時有量化及質化之評鑑。（五）教育經費編列宜考量學校背景之差異性。（六）建議教育行政機關建立整合電腦資料庫以利未來研究。
=== Recent year the budget of government is tightening, but our expectation of the educational quality is never less than before. However, the birth rate of Taiwan decreases sharply during decades. It makes the problem that our elementary schools lacking scale of economies are more serious. By literatures reviewing, we find that most of them emphasize on effectiveness of elementary school but efficiency. If we ignore the viewpoint of efficiency, we will not catch the whole-picture of elementary schools’ performance. In this dissertation, we are not only examining the efficiency performance of elementary schools’ but also testing the impact of exogenous variables to efficiency.
On first stage, We select half of elementary school of Taipei city as our empirical samples, and use data envelopment analysis (DEA)to examine their efficiency performance that include cost efficiency, scale efficiency, technical efficiency, pure technical efficiency ,and allocative efficiency. The result suggests that the sample school have a medium-high technical efficiency performance but poor cost efficiency. Technical efficiency performance is better than allocative and scale efficiency performance. We also confirm a problem that we expect our elementary schools lacking scale of economies. On the second stage, we use Tobit regression method to test our three hypotheses, The empirical result show (1)the evidence support our school characteristic hypothesis that school-specific factors (including the female faculty proportion, teaching experience of teachers, and involvement of teachers) have significant effect to efficiency performance of elementary school.(2) the evidence also support our socioeconomic hypothesis that students’ socioeconomic status (including the family situation and family financial condition) have significant effect to efficiency performance.(3) Our location hypothesis that the school district characteristic (including population density of district and location factor) have significant effect to efficiency performance is supported too.
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