國民小學訓導主任的工作內涵認知與訓導業務評鑑績效之關係研究

• Main Authors: Chen Tsai Fa, 陳財發
• Other Authors: 陳木金
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/86857860917898601026

碩士 === 國立台北師範學院 === 國民教育研究所 === 91 === The purpose of this research is to discuss the cognition of the work of chief of student affairs, and analyze the current circumstances of the work in elementary schools. In addition, the research also explored the relationship between the cognition of the chief of student affairs and the efficiency evaluation of student affairs in order to provide suggestions to elementary schools for improving administrative work. This research is based on documentary and questionnaire analysis. From the results of documentary analysis, the researcher designed a questionnaire to investigate the cognition of the work of the chief of student affairs, the efficiency evaluation of student affairs, and the relationship between them. The following conclusions and recommendations reflected these statistic results and documentary analysis. To obtain statistic results, the researcher took 48 public elementary schools in Taipei County as main samples. Issuing 400 questionnaires, the researcher obtained 320 effective samples from school faculties, including teachers, principals, and administration staffs. Based on the above samples and the software of SPSS for windows 8.0, the researcher ran a series of statistic analysis, including mean, percentage, T-test, ANOVA, MANOVA etc, to come out with the following conclusions: 1. Among the school faculties and staffs, the researcher found the ‘life education’ is the category endued the highest score, which represented elementary schools staffs emphasized on ‘life education’ more than other factors. On the other hand, the ‘interaction with community’ category obtained the lowest score, indicating the concept of participating in the community activities is to be encouraged. Besides, the researcher also found that the male teachers, senior faculties, principals, and head staffs better recognized the concept of the work of the chief of student affairs. 2. The results showed that the overall performance of elementary schools on efficiency evaluation of student affairs is above average, especially the category of ‘health and environment protection’, which represented that the ‘health and environment protection’ category was emphasized most by elementary school staffs. Yet the category received the least score was ‘connection between school and community’, indicating the school-community relationship needed more concern in the evaluation of student affairs. Among all the staffs, the male, senior, highly educated teachers, principals, and head staffs better performed in the evaluation of student affairs. 3. There is a positive correlation between the cognition of the work of the chief of student affairs and the efficiency evaluation of student affairs, which showing that the faculties who cognize the work of the chief of student affairs more also perform better in the efficiency evaluation of student affairs. 4. The staffs obtained higher rating on the cognition of the work of the chief of student affairs, performed better in efficiency evaluation of student affairs as well; this result showed the cognition of the work of the chief of student affairs would improve the performance in the efficiency evaluation. According to the above conclusion, the researcher provided following recommendations for schools to promote the efficiency evaluation of student affairs. 1. Recommendations for educational administration a. Regularly organize ‘the work of the chief of student affairs’ and ‘faculties in the office of student affairs’ seminars to enhance the staffs’ cognition and skills of student affairs. b. Establish the system of full-time staffs doing the administrative work. 2. Recommendation for elementary schools. a. Each school should designate appropriate staffs doing the student affairs based on its unique teacher backgrounds and school environment. b. Properly rotate teachers for administration work in order to enhance teachers’ experiences and knowledge regarding overall school’s performance. c. Encourage teachers to organize different kinds of administration teams related to student affairs. d. Encourage teachers to organize all kinds of teams based on their specialities, and develop them as schools’ attractive characteristics. 3. Recommendations for school teachers a. Teachers should have more knowledge about, and cooperate with the school’s administration department, thus to improve the school’s teaching and overall effectiveness. b. Junior teachers should participate in and interact with teams that have experienced teachers, and often take part in relate seminars and activities. 4. Recommendations for future studies a. Regarding the methodology, use more qualitative analysis to enhance research results and to reprove previous quantitative analysis. b. Regarding the research structure, try to find out more facets in the work of the chief of the student affairs, and thus to improve the performance on the efficiency evaluation of student affairs. c. Broaden the research subjects in order to have comprehensive understanding on how school administration recognizes the work of the director of student affairs.