A Study of the Perception of the Elementary and Secondary School Teachers in Penghu County on the Relationships Between School Evaluation and School Effectiveness

• Main Authors: Lu,Shengching, 呂聖景
• Other Authors: Cheng,Chungchen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/70522138466168674039

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === The purpose of this research is to understand how the primary and secondary school teachers in Penghu County perceive the discrepancy between the approval of school evaluation and school effectiveness after carrying out the scheme. In order to target the aim, this study adopts literature analysis and questionnaire methodology. In the process of collecting data, the questionnaire develops for this study that is executed to 653 teachers who are randomly sampled from 41 primary schools and 14 secondary schools in Penghu County. The results are analyzed by SPSS, and then discussed. The main findings are as follows: 1. The key to success with school evaluation depends on whether the leaders can provide teachers’ reflection about school and themselves, and then to increase school effectiveness. The school effectiveness involves in multidimensional aspects and dynamic courses. Therefore, integrating school internal and external resources and a level of achievement should be under consideration. 2. The results reveal the approval of school evaluation which is well above average. Organizations and committee members, target design, results and application, purpose and function, and process and content are approved in order. 3. The consequence which indicates the school effectiveness is also well above average. Administrative efficiency, teaching quality, learning performance, and community participation win prior approval in an orderly way. 4. The conclusions show that more primary school teachers approve of school evaluation than the secondary school ones. However, there is an apparent discrepancy in ages, years of service, duty difference, educational background, school districts, and school size in the primary schools; and in the secondary schools, only the factor and school districts appear markedly different. 5. The outcomes of the study point out that more primary school teachers have clear conscience about school effectiveness than the secondary school ones. Moreover, factors, such as ages, years of service, duty difference, educational background, school districts, and school size in the primary schools are in rich diversity, but in the secondary schools, duty difference and school districts are the important factors which affect the research results. 6. The results indicate that there is a positive correlation between the approval of school evaluation and school effectiveness.