| Summary: | 碩士 === 國立新竹師範學院 === 國民教育研究所 === 87 === The objective of this study is to understand the structure, operation, and goal ac-
hievements of Hsin-chu City Educational Reform Committee and to analyze the di-
fferences between satisfaction and expectation. There are five specific objectives in this study: (1) Understanding the current status of the structure and operation of
Hsin-chu City Educational Reform Committee. (2) Understanding the satisfactions of school administrators, teachers , and parents for the goal achieved by Hsin-chu
City Educational Reform Committee. (3) Understanding the expectations of school administrators, teachers, and parents for the goals set by Hsin-chu City Educational Reform Committee. (4) Exploring the relations between the six sub-dimensions of school administrators, teachers, and parents and the satisfactions and expectations
for the goal achievements of Hsin-chu City Educational Reform Committee. (5)
Drafting concrete suggestions for improvements as references for Hsin-chu City to strengthen the functions of Hsin-chu City Educational Reform Committee.
This study adopted methods of literature review, analyzing the theoretical basis and characteristics of local advisory committee for educational, and surveys and int-
erviews with 10 committee members of Hsin-chu City Educational Reform Commit-
tee, understanding the current structure and operation model of Hsin-chu City Educ-
ational Reform Committee. We also adopted questionnaire, using school administ-
rators, teachers and parents of junior high/elementary schools in Hsin-chu City as our research targets, to conduct positive research. We sampled 1073 school workers,
include administrators and teachers,and 320 parents as our research targets and the working samples come from 796 school workers and 228 parents. The research ap-
paratus adopted was the "Questionnaire for the goal achievements of Hsin-chu City Educational Reform Committee" compiled by ourselves. Based on the surveyed
results, we use statistical methods, including means, percentage, t-test, and one way ANOVA, for data processing.
The conclusions of this study are as follows.
A. Structure and Operation
(1) The committee members, who are mostly educational reform workers in the society, of Hsin-chu City Educational Reform Committee are all appointed by the Mayor. (2) The reasons of the committee members to participate Hsin-chu City Educational Reform Committee is to promote educational reforms of all kinds under an official framework. (3) There are 11~17 members, with a tenure of one year, in Hsin-chu City Educational Reform Committee. The committee members can continue their offices if being elected again. (4) The committee members of Hsin-chu City Educational Reform Committee mainly come from six categories, including scholars, educational and school administrative personnel, parents of st-
udents, representatives of civil educational reform groups, and professionals. The representation is sufficient while the similarity is too high. (5) The proposals of Hsin-chu City Educational Reform Committee are generally well-discussed and Chairman''s rulings respect opinions of all members. (6) The resolutions of Hsin-chu City Educational Reform Committee, with the exception of budget, are valued by the Mayor. (7) The position of Hsin-chu City Educational Reform Committee should be an education advisory organization, which is capable of proposing
policies actively. (8) Hsin-chu City Educational Reform Committee has been
established for over a year and has obtained achievements in promoting policies basing on law and order. However, the goal achievements in medium-long term
educat ional planning/ designing and the studies for educational materials/methods
are in sufficient. (9) Much remained to be improved in the interactions between Hsin-chu City Educational Reform Committee and Hsin-chu City Education Bureau. (10) Hsin-chu City Educational Reform Committee should strengthen its commun-
ication with schools and public representatives.
B. Goal Achievements
(1) The satisfaction ratings of school administrators, teachers, and parents of ju-
nior high/elementary schools for the goal achievements of Hsin-chu City Educatio-
nal Reform Committee are "okay." School administrators, teachers, and pare-
nts hold higher expectations for the policies and measures planned to be promoted
by Hsin-chu City Educational Reform Committee. (2) School administrators,
teachers, and parents of junior high/elementary schools have distinct differences in
their satisfactions for the current status of Hsin-chu City Educational Reform Com-
mittee and minor differences in their expectations. (3) School administrators with
different senioritis share no distinct differences regarding their satisfactions and
expectations for goal achievements of Hsin-chu City Educational Reform Commi-
ttee. Teachers with different senioritis have distinct differences regarding their
expectations for goal achievements of Hsin-chu City Educational Reform Commi-
ttee. (4) Parents with different positions in parent associations share no distinct
differences regarding their satisfactions and expectations for goal achievements of
Hsin-chu City Educational Reform Committee. (5) School administrators and
parents with different educational backgrounds share no distinct differences regar-
ding the satisfactions and expectations for goal achievements of Hsin-chu City Ed-
ucational Reform Committee. Teachers with different educational background
have distinct differences in the satisfactions and the expectations. (6) School ad-
ministrators and parents in different schools share no distinct differences regarding
their satisfactions and expectations for goal achievements of Hsin-chu City Educa-
tional Reform Committee. Teachers in different schools have distinct differences
in their satisfactions and expectations. (7) School administrators of different posi-
tions share no distinct differences regarding their satisfactions and expectations for
goal achievements of Hsin-chu City Educational Reform Committee. (8) Parents
with different occupations share distinct differences regarding their satisfactions
and expectations for goal achievements of Hsin-chu City Educational Reform Co-
mmittee. (9) School administrators and teachers of different school sizes share no
distinct differences regarding their satisfactions and expectations for goal achieve-
ments of Hsin-chu City Educational Reform Committee. Parents with children in
different school sizes share minor differences regarding their satisfactions and exp-
ctations for goal achievements of Hsin-chu City Educational Reform Committee.
(10) School administrators, teachers, and parents with different understandings ab-
out Hsin-chu City Educational Reform Committee share distinct differences regar-
ding their satisfactions and expectations for goal achievements of Hsin-chu City
Educational Reform Committee.
Finally, basing on the conclusions of this study, we would propose suggestions
for Hsin-chu City Government, Hsin-chu City Educational Reform Committee, and
follow-up studies.
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