| Summary: | 碩士 === 國立臺南大學 === 教育經營與管理研究所 === 96 === As gender equity education becomes legalized, school has clearer and more extensive regulation reference in establishing related system and policy implementation aspect; meanwhile, the principal, as a leader of the school and the chief commissioner of the gender equity education commission, is the main executor of gender equity education policy. According to Gender Equity Education Act and the related sub- regulations, the study aimed to understand the current status of the gender equity education policy implemented by principals of elementary schools in the big Kaohsiung and Pingtung area and factors affecting the implementation of the policy; meanwhile, the relationship between the implementation of policy by the principals and the influential factors will be investigated and the result will be used as reference by the education decision makers and the implementation personnel. In order to achieve the purposes above, the survey had methodologically adopted questionnaire survey. A total of 411 survey questionnaires were sent out to elementary schools in the big Kaohsiung and Pingtung area, and a total of 352 questionnaires were returned with effective questionnaires of 345 copies. The effective return rate was 84%. All the acquired data were statistically tested by mean, percentage grade, single sample t test, one way ANOVA, Pearson''s product-moment correlation and multiple regression analysis. The research results were summarized as in the following conclusions:
1. The result of the implementation of gender equity education policy by principals of elementary schools was quite good, and there was significant difference as implemented in different aspects, among them, the highest was “administrative organization operation and leadership” aspect and the lowest was ”community culture implementation and resource service integration” aspect; moreover, the implementation of basic, routine and regulatory matters was better than that of extended, specific and promotive matters.
2. The result of factors affecting the implementation of policy by principals of elementary schools was approximately good and there was significant difference in the influential factor of all aspects; among them, the highest was “recognition factor” aspect and the lowest was “resource factor” aspect.
3. For those principals who were senior, with long total service years, long principal’s years of experience, from big scale schools and schools located in metropolitan district tended to have higher results in factors affecting the implementation of the policy and the policy implementation status.
4. The willing, capability and resource of the policy executor were the key factors affecting the
implementation of gender equity education policy.
5. The effect of policy announcement to the education personnel was obvious but during the actual implementation process probably had disconnected phenomenon.
6. The network cooperation and coordination among school and related implementation
organizations was insufficient, which in turn reduced the implementation power of gender
equity education policy.
7. The insufficiency in school’s budget and man power was a key factor affecting the continuous
and full implementation of gender equity education policy.
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