Establishing a model of school crisis management and school crisis management capability indicators in vocational industrial high school

• Main Authors: Chen, Ching-An, 陳慶安
• Other Authors: Jeng, Yoau-Chau
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/47442024966299896542

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 95 === ABSTRACT This study aimed to construct a model for school crisis management, developed crisis management capability indicators in vocational industrial high school, and examined the difference of the variables and the indicators. As a result, this study verified the indicators of school crisis management capability. This study utilized interviews and Delphi Technique to identify the indicators of school crisis management capability and the weight system by Analytic Hierarchy Process. Stratified random sampling was conducted for “The questionnaire of school crisis management status” and “The questionnaire of school crisis management capability” to survey the principals and teachers in vocational industrial high schools. Moreover, principal’s cognition of indicators, factor analysis and canonical correlation were also verified for suitability. The data were analyzed by using descriptive statistics, MANOVA, canonical correlation, and factor analysis to test hypothesis. According to the suitable model of school crisis management, this study applied the model to develop the indicators of school crisis management capability and to analyze the weight of indicators. a. A model of school crisis management of vocational industrial high school should involve school crisis prevention and core school crisis management. The school crisis prevention involved school culture and crisis sense, human and public relationship. The core school crisis management involved crisis preparedness, crisis response, crisis recovery, crisis learning. b. According to model of school crisis management, developed the weigh system of school crisis management capabilities. The study established school crisis management capability indicators for vocational industrial high school from two levels. The first level involves two indicators such as school crisis prevention capability, school crisis management core capability. c. The indicators in the second level were six, which involve school culture and crisis sense (.35), crisis learning (.18), crisis preparedness (.14), human and public relationship (.13), crisis respond (.10), crisis recovery (.08). (ordered by their importance) d. Principals had quiet unanimous view on the crisis management capability indicators. As the result of questionnaire, it verified school crisis management capability indicators. From the factor analysis result, it can get a variation of the explanation to 74%; from the canonical correlation, it can get a variation of the explanation to 68%. e. The critical incident of the school had happened in a half of school in the past four year. There were only less than half of principals who trained during the term of service; the status of school crisis management was fine in vocational industrial high school. f. The most annoying problem of school crisis management was an improper report in the media. Secondly, the shortage of colleague’s crisis sense to school; the rule of relevant decrees was too difficult to understand totally; less critical incidents training in the daily lift; Insufficient experiences of the school critical incident. g. The principals thought the meanings of crisis of the school were disasters, difficult to predict and happening promptly, the positive meanings were an opportunity, preventable, learnable, news, could be managed, and could be detected. h. The principal didn’t achieve to the obvious significance differences in the sense of school crisis management capability, variable of population, and the environment background. i. There was no significant difference in the status of school crisis management to the difference variables of teachers, such as education variable, school property variable, school location variable. There was significant difference in the sense of status of school crisis management to the difference variables of teachers, such as age variable, year of service variable, position variable, and school scale variable.