A Research On Factors Affecting Efficiency of School Evaluation of Elementary Schools

• Main Authors: JUI-MING LEE, 李瑞明
• Other Authors: HI-CHING LIN
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/40863817194618668722

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === Abstract The school evaluation has been implemented for many years in Taiwan, and the authorities of education expect to improve school quality through the self-evaluation of schools, evaluators’ evaluation, and the follow-up of school administration. The program focusing on the need of students is of great significance. There are inevitably many imperfections in the implementation of the school evaluation. In view of the fact that related researches in Taiwan are carried out through questionnaires which sometimes are supplemented with semi-open-ended questions, the results from such researches can seldom reflect the improvement from school evaluation from the front line and the response from faculty members, despite their academic accuracy and reliability. The subjects of the research are in Taipei and Yilan area, and in the research principals, administrative members, and teachers (administrative members refer to teachers concurrently acting as group head, not including human resources, accountants, and nurses) in schools which were evaluated in 2006 are interviewed. The questionnaires used in the research are semi-open-ended, and after the interview with one principal, five directors, and ten group heads indicates that: I. the acceptance and attitudes on school evaluation should be further improved; II. resources are the major factor in determining performance of school evaluation. The research on the basis of the research results puts the following suggestions: I. Three for education distraction: (I) the committee of school evaluation should enhance their knowledge about the objective environment of schools; (II) in the feedback of school evaluation, the long-term, middle-term, and short-term objectives should be established; (III) schools with fewer resources should be provided with more support and positive evaluation. II. For schools: they should keep enhancing the understanding that “school evaluation is not an examination”, and principals should play the key role. III. Two for follow-up researches: (I) schools which have not improved greatly on the basis of school evaluation should be interviewed to know well about reasons retarding the promotion of school administration. (II) Try to explore factors affecting performance of school evaluation among M-typed schools. The above-mentioned research results and suggestions will be presented to administration of education for their reference in improving and enhancing the performance of the current school evaluation so as to perfect the school evaluation. Key Words: elementary school, school evaluation, efficiency of school evaluation