| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === This study aims to explore school affairs evaluation-related issues and understand the views from the faculty of each elementary school in Keelung City on the school affairs evaluation and the differences. Besides, this study also tried to find out the solutions or improvements of some problems. It is hoped that the results of this study could provide useful references to the school affairs evaluation system in Keelung City.
With literature analyses, questionnaire survey and interviews as research methods, 666 elementary school principals and teachers as subjects to whom the questionnaires were distributed in the survey, the research analyzed the collected data by mean value, standard deviation, t-Test and one-way ANOVA and conducted posterior comparisons through Scheffe method.
The main findings were as follows：
1. Local elementary school faculty held a medium level identification with the views on overall school affairs evaluation;
2. Local elementary school faculty also held a medium level of identification with the views on each aspect of school affairs evaluation;
3. Local elementary school faculty had the highest level of identification with the views on the self-assessment in school affairs evaluation and followed by the indicators of school affairs evaluation; .
4. Local elementary school faculty had the lowest level of identification with the views on objectives and function of the school affairs evaluation.
5. There were significant differences of opinions on school affairs evaluation from the surveyed in different sexes, positions, and sizes of school; .
6. The school affairs evaluation was not considered as the only method to assess and supervise school affairs; .
7. The preparation works for school affairs evaluation should be carried out in normal times.
8. Schools should evaluate by itself in advance to examine the faults and find out the ways to improve;
9. The formation of committee members is not diversified and the evaluated schools did not fully understand the evaluation.
10. It is impossible for the evaluation committee to understand the actual conditions of school in one-day visits;
11. The contents of indicator of school affairs evaluation could not show the real conception and did not clearly describe;
12. The authorities were unable to integrate each item of evaluation projects effectively.
Based on the findings obtained from the above procedures, the research discussed the conclusions and recommendations for the educational authorities and schools on the improvements of elementary school affairs evaluation and the follow-up researches in future.
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