| Summary: | 碩士 === 國立東華大學 === 教育行政與管理學系 === 103 === Abstract
This research focuses on surveying and analyzing the perception of public elementary school teachers to the execution, evaluation, difficulties, and supporting measures of small-school integrated development in Hualien County.
The methodology used in this work is the questionnaire investigation, where the participants are public elementary school teachers in Hualien County. A total of 439 surveys were distributed, among them 425 effective questionnaires were collected. We applied statistical methods (mean, standard deviation, t-test, and one-way ANOVA) on the effective samples and yielded the following conclusion:
1.Current status of the implementation and evaluation of small-sized school integrated development.
On average, the perception of Hualien County public elementary school teachers to the implementation and evaluation of integrated development policy falls in a medium-high degree.
2.The influences on the perception of the implementation and evaluation of small-school integrated development under humanistic and regional differences, such as the a) genders, b) ages, c) teaching experiences, d) occupational roles of teachers, and the e) districts, f) number of classes and g) students of schools.
(1)Male teachers tend to be more aware of the “policy contents” of small-school integrated development than females.
(2)The perception of older teachers to the policy implementation/evaluation is stronger than which of younger ones.
(3)Senior teathers are more cognitive to the policy implementation/evaluation than junior teachers.
(4)The principal or the part-time administrative teathers are more aware of the policies than those who are not at part-time administrative positions.
(5)Teathers from the southern districts are less knowledgeable of the policies of small-school integrated development than who from the central and the northern districts of Hualien County.
(6)Schools with more than 13 classes possess better sense of the policies than which with 7~12 or even less than six.
(7)Schools with more than 101 students possess better sense of the policies than which with 51~100 or even less than 50 students.
3.Predicaments and supporting measures of small-school integrated development policies
(1)The biggest predicament in promoting small-school integrated development is the lack of specific policies from the Education Bureau.
(2)The supporting measures that the Education Bureau should take is to establish clear policies for small-school integrated development.
(3)The supporting measures that the schools should take is to establish smooth communication channels between the schools and the communities.
(4)Only 30% of the teachers in Hualien County approves promoting small- school integrated development.
The above results lead to valuable suggestions for the education administration institutions, the schools being cut down and/or merged, and future studies on this topic.
Keywords：Elementary School Teacher, Small School Integration Development Policy, Cut Down and Merge Small Schools
|
|---|
