Research on Strategies for Introducing External Resources to Elementary Schools

• Main Authors: Jung-Fu Chen, 陳榮富
• Other Authors: Yao-Sheng Lin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/71574094476494122828

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 101 === Research on Strategies for Introducing External Resources to Elementary Schools Abstract This research explores different strategies for introducing external resources to elementary schools, analyzes factors which influence such present-day, and interprets the relationship between these strategies and the status quo through studies on how present-day elementary schools introduce external resources. There are two main components to this research: theory and field data analyses. By systematically collecting and categorizing past recognized researches, factors influencing distinct, different strategies for introducing external resources to schools are carefully examined and analyzed. Schools’ responses to surveys on correlations between their resource introduction strategy and the status quo, as well as focus group interviews conducted with school principals, are meticulously collected and analyzed to formulate the following conclusions: 1. “Deliberate” and “emergent” strategies are suited for introducing external resources to elementary schools. 2. “Communications” and “corporate social responsibilities,” or CSR, are important influential factors to present-day external resource introductions. 3. There is still much room for improvement in the present status quo when it comes to introducing external resources to schools. 4. Whereas the level of awareness is “ok” for the status quo in terms of external resource introduction to schools, the level for teachers in terms of influential factors to the strategy is “high.” 5. Awareness of strategies for external resource introduction is significantly variable judging from following background variables: school locale, school size, distributions of staff job functions and tenure. 6. Awareness of influencing factors for external resource introduction is significantly variable judging from school locale, school size, and distributions of staff job functions and tenure. 7. Awareness of status quo in terms of external resource introduction is significantly variable judging from school locale, school size, and distribution of staff job functions. 8. Compared to deliberate strategies, emergent strategies are more correlated to all facets of the external resource introduction status quo. 9. Compared to communications, CSR is more correlated to all facets of the external resource introduction status quo. 10. When school staff and education authorities have better awareness of emergent strategies, the types of external resources to schools may therefore increase. Based on above findings, this research presents several concrete recommendations for school staffs, education authorities, and future researches focusing in related areas. Key words：External resources to schools, strategies for resource introduction, deliberate strategies, emergent strategies