國民中小學特色學校經營策略、品牌形塑與辦學績效關係之研究

• Main Authors: Chin-Shan Lin, 林進山
• Other Authors: Chung-Chen Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/53286738580239197053

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === Abstract This study examines the relationships among the strategies of managing the elementary and junior high schools, the brand-molding, and the differences of school performance. The research subjects are the principals, directors, and teachers of the quality schools of Taipei city, the excellent school of the New Taipei city, the laureate schools of the Hualien County, the specialist schools of Taoyuan County, and the model schools of Penghu County. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, school innovative management, and teachers’ creative teaching. Based on previous researches, a research theoretical scaffolding was built with the focus group and Delphi analysis technique. The questionnaire of the strategies of managing the elementary and junior high schools, the brand-molding, and the differences of school performance was used to draw random samples of the 1,137 principals, directors, and teachers of the Taipei city, the New Taipei city, Hualien County, Taoyuan County, and Penghu County. There were 1,006 effective questionnaires. The dada was analyzed by the Windows SPSS 17.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects in managing the elementary and junior high schools, the brand-molding, and the school performance. Analysis of variance and the Scheffé method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school managing strategies, the brand-molding, and school performance. Stepwise multiple regression analysis was used in analyzing the managing strategies of the specialist schools and the brand-molding in affecting the school performance. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions— 1. The research discovered that the top score of managing strategies of the specialist school in junior high schools is on “group leadership and overall upgrading”. The second to fifth highest scores are on “activate creative teaching”, “developing localized featured curriculum”, “reform campus environment and space”, and “promoting students’ creative value learning” accordingly. 2. The principals of the junior high and elementary schools use multiple correlated strategies in managing specialist schools. 3. The top score in the strategy of forming featured brand-molding schools for junior high and elementary schools is on “enriching featured brand content” and “promoting featured brand teaching” each. The second to fourth highest scores are on “establishing featured brand name”, “performing featured brand marketing”, and “evaluating featured brand quality” accordingly. 4. The strategies of forming brand-molding specialist schools for principals of the junior high and elementary schools vary according to “the cultural environment of the school”, “the scale of the school” and “the features of local resources”. 5. The top score in school performance for junior high and elementary specialist schools is on “building the featured curriculum of the school”. The second and third highest scores are on “creating high quality school culture” and “highlighting students’ versatile performance”. 6. There are diverse ways of promoting the school performance for principals of junior high and elementary specialist schools. It is also found that “teachers’ honor and enthusiasm” is another way to show school performance. 7. The differences in managing junior high and elementary specialist schools vary greatly on difference school scales and different school identifications. The score of managing strategies of a “49 classes and above” school scale is higher than that of a “13~48 classes” school scale. The managing strategies score is higher in schools with “high identification” than schools with “medium identification” or “no identification”. However, the differences between different school areas and different schools are not obvious. 8. The most obvious differences in brand-molding for junior high and elementary specialist schools are on the different school foundings and the different school identities. The score of brand-molding of a “51 classes and above” school scale is higher than that of an “11~30 classes” school scale. The brand-molding score is higher in schools with “high identification” than schools with “medium identification” or “no identification”. There’re no obvious differences for different scales of schools and in different school areas. 9. The most obvious differences in school performance for junior high and elementary specialist schools are on the different school foundings and the different school identities. The score of school performance of a “51 classes and above” school scale is higher than that of an “11~30 classes” school scale. The school performance score is higher in schools with “high identification” than schools with “medium identification” or “no identification”. There’re no obvious differences for the different scales of schools and the different school areas. 10. In managing strategies for junior high and elementary specialist schools, there’re no obvious differences for the different community structure of schools and the different community cultures. 11. In brand-molding for featured junior high schools and elementary schools, there’re no obvious differences for the different community structure of schools and the different community cultures. 12. In school performance for junior high and elementary specialist schools, there’re no obvious differences for the different community structure of schools and the different community cultures. 13. There is a high degree of predictability in the management strategies to the school performance for junior high and elementary specialist schools. The highest degree of predictability is on the variable of “modifying campus environment and space” to the school performance. 14. There is a high degree of predictability in the brand-molding to the school performance for junior high and elementary specialist schools. The highest degree of predictability is on the variables of “evaluating featured brand quality” and “promoting featured brand teaching” to the school performance. 15. The highest percentage of variable affecting the difficulty in developing the junior high specialist schools in the dimension of “innovative administrative management” is in “parents’ emphasis on the concept of further education, not on the development of a specialist school”; the highest percentage of variable affecting the dimension of “teachers’ creative teaching” lies in “teachers are restrained by the formal curriculum, and thus not able to develop creative teaching”; the highest percentage of variable affecting the dimension of “promoting students’ creative value learning” lies in “ formal curriculum takes up the time, there’s no time for students’ creative value learning. 16. The highest percentage of variable affecting the difficulty in developing the featured elementary school in the dimension of “innovative administrative management” is in “giving up promoting school featureds due to limited funds and resources”; the highest percentage of variable affecting the dimension of “teachers’ creative teaching” lies in “not able to promote creative teaching due to heavy work loads for teachers”; the highest percentage of variable affecting the dimension of “promoting students’ creative value learning” lies in “ formal curriculum takes up the time, there’s no time for students’ creative value learning. 17. The most difficult parts in developing junior high and elementary specialist schools lie in the quality and willingness of school staff and the restrictions of resources. 18. The most efficient ways in solving the problems in developing junior high and elementary specialist schools lie in preparing detailed specialist school development plan, developing a specialist school development platform, and combining local resources. According to the above conclusions, the researcher had tried to make some suggestions for educational administrative authorities, innovative management of school, innovative teaching of teachers and researchers in the future. Keywords: specialist school, management strategies, brand-molding, school performance