The Establishment and Operation of Regional Centers for Sustainable

• Main Authors: WEI-YING CHEN, 陳維穎
• Other Authors: 王保進
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/66060998873091138174

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所學校行政碩士學位班 === 97 === The Establishment and Operation of Regional Centers for Sustainable Development Education ~ Example: Taipei County Sustainable Development Education Center (TCSDEC) Abstract This study focuses on the current conditions and operational performance of the Taipei County Sustainable Development Education Center (TCSDEC), the analysis of Taipei County elementary school staff’s viewpoints towards the TCSDEC, and the data collected via questionnaire, the examination of problems and difficulties the TCSDEC might encounter, and the researcher’s suggestions based on the research results. The main findings were as follows: 1. The current operational conditions of the TCSDEC a. The framework of the TCSDEC: Most teachers knew of the existence of the TCSDEC and took a supportive attitude towards it. b. Contents and points of activities: Workshops on wetlands, low-carbon, and the environment were held to enhance the teachers’ professional knowledge and to most effectively meet the teachers’ needs. c. Teachers’ in-service training: One-day workshops scheduled during winter/summer vacations and visiting the center were the teachers’ favorites. d. Issues and outlook: The major hindrance to the workshops held in the center was “Inconvenience of Traffic.” “Internet Access” could help teachers instantly solve their problems. Elementary staff lacked professional knowledge about wetland, carbon-reducing, marine environment and campus environmental management. 2. Operational performance of the TCSDEC a. The Taipei County elementary school staff held positive attitudes towards the operational performance of the TCSDEC. “Goal Attainment Aspect” has the highest level of satisfaction among all aspects, and “Professional Services Aspect” was relatively lower. b. Background variables of operational performance of the TCSDEC, including “Age,” “Teaching Seniority ,” “Teaching Seniority in Science,” “Highest Educational Level,” and “Major,” didn’t achieve a significant level. By contrast, background variables of “Gender,” “Current Position,” School Size,” and “School District” reached a significant level of .05 on the response differences of the operational performance of TCSDEC questionnaire. 3. The main factors influencing organizational performance of the TCSDEC: a. External environment factors: Higher authorities are influential in deciding the center’s tendencies. b. Organizational faculty factors: Smooth interaction among the faculty builds team spirit. c. Organizational task factors: The director of the center conducts professional dialogues with the faculty d. Organizational technology factors: Hardware, software, and personnel support enable us to more effectively monitor the progress of the Center’s work. e. Organizational task factors: Multiple counseling methods are used to reinforce the consulting function of the Center. . In the researcher’s conclusions, he made suggestions based on the research results, which can serve as a reference for educational administrators. Key words: regional center for sustainable development education, wetland, low-carbon, marine environment