| Summary: | 博士 === 國立臺灣師範大學 === 教育學系 === 97 === A Study on the Construction of the Execution Indicators of
Educational Policies in Elementary Schools
Abstract
The purposes of this study were to analyze the basic implications and related theories, to form the executing patterns of execution of educational policies in elementary schools based on the analyses of the implications and theories, and then to construct complete and suitable educational indicators of execution of educational policies to provide to the educational authorities and schools for reference. According to the above purposes, twenty-five experts’ emphases and common opinions were analyzed and used as important basis of the construction of the indicators of execution of educational policies. Focus groups and interviews with the administrators in educational institutions and schools were used to gather data which would be used to examine the suitability of indicators and to evaluate the possibility of the execution of indicators in schools.
Analyzing the data of Fuzzy Delphi Survey, focus groups and interviews, some conclusions reflecting the research purposes and research questions were as follows.
1. The important contents of the execution of educational policies included the meaning, characteristics, functions, core process, and affecting factors.
2. The content of the execution of educational policies included:(1) the four indicators of policy environment, organizational capacities, executing strategies, and operational management, (2) the eighteen item indicators inclusive of the identity of the policy content, the government’s determination to enforce, the support of target groups, the promotion of external environment, suitable arrangement of manpower, sufficient financial support, fluent informative communication, flexible structure of organizations, the practice of organization leadership, the strengthening of organizational learning, the formation of organization culture, the stimulating of organization innovation, the explicit execution of goals, the broadening of determining involvement, the building of coordinating mechanism, the practice of practicable praise systems, the implementation of self-monitoring management, and the evaluation of efficiency feedback, and (3) seventy-four small-part indicators, such as “1-1-1 The school colleagues will automatically express the willing to execute with the understanding of the policy value.”
3. Although most elementary schools fitted the conditions of execution of educational policy, there were still some problems needed to be solved. For example, (1) The educational institutes didn’t provide enough platforms for the school administers to join the process of making policies, so they couldn’t satisfy the school administers’ need of participation and involvement in making policies. (2) It was very common that most schools lacked the resource of implementation and the flexible spaces. (3) The school organizational learning styles varied and lacked creative sharing platforms. (4) The functions of process evaluation were disapproval, and the authority of automatic praise should be reconsidered.
Based on the results, related suggestions from three aspects were provided as follows.
1. Suggestions to the educational institutes:
(1) Increasing the propagation of policy contents in order to enhance the positive sense of school policy implementation.
(2) Providing enough necessary implementation power and the autonomic space to the schools of school-based management.
(3) Reconstructing the professional learning system to stimulate the continuous new innovation culture.
(4) Struggling for the commitment of process evaluation to enhance the responsibility of the professional efficiency.
2. Suggestions to the schools:
(1) Making good use of checklist to promote the execution of educational policy.
(2) Giving necessary manpower and strengthen the professional leading group.
(3) Emphasizing the principal’s participation and execution and increasing the
forming of school common behavior patterns.
(4) Emphasizing the concrete transformation of objects and combine the
management of all the resources.
3. Suggestions to the further studies in the future:
(1) The studies in the future can focus on private schools, special schools or other educational levels.
(2) The researchers can increase the number of participants in the future or choose different group of participants in order to get more complete viewpoint.
(3) As for research method, big-scale questionnaire survey can be used in the future to get more data about the performance condition of execution of educational policy in public elementary schools. Besides, the qualitative methods can be used in the future, such as using ethnography in a school to collect longitudinal data and compare with the indicators constructed in this study.
|
|---|
