| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 104 === The purpose of this study is to construct an evaluation indicator system for assessing the efficacy of local elementary education advisory groups (LEEAG),based on which how background variables influenced participants’ perceptions towards the importance and the current status of LEEAG are analyzed and described.To achieve the aforementioned purpose,a two-level process was presented. Level I is the indicator construction phase, at which the literature was reviewed for establishing an initial research structure, hen focus group discussion and the Delphi technique were followed to develop an evaluation questionnaire consisting of 4 categories,13 subcategories,and 69 indicator statements for assessing the efficacy of LEEAG. A total of 1,040 questionnaires were distributed to teachers,advisors and educational authorities and 890 valid questionnaires were returned.
Level II is the data analysis phase, at which the questionnaires developed at Level I were administered for obtaining data to analyze the perceptions towards the importance and current status of LEEAG’s efficacy nationwide as well as to report the impacts of background variables on participants’ perceptions. The conclusions are as follows：
1. The evaluation indicators for assessing the LEEAG’s efficacy could be divided into four categories: (a) pedagogical content knowledge,(b)instructional consultation, (c)curriculum consultation, (d) collaborative curriculum development, and13 subcategories.
2. Siginicant variations are found in perceiving the importance and the current status of LEEAG’s efficacy. The perception towards the importance of LEEAG’s efficacy is above the average level while the perception towards the current status of that is at the average level.
3. On perceiving the importance of the LEEAG’s efficacy, he participants that showed higher perception scores are: (a) personnel in elementary education, (b) principals, (c) teachers in small and mediums-sized schools,and (d) personnel in remote areas. However,no significant difference was found with gender, teaching profession, or locations
4. On perceiving the current status of the LEEAG’s efficacy, here are significant differences on (a) males, (b) principals, (c) teachers in small and mediums-sized schools, and (d) teachers, advisors and educational authorities in municipalities. Yet, no significant difference was found with educational phases, teaching profession, or locations.
Finally, some suggestions on promoting and strengthening the LEEAG’S efficacy are proposed to the MOE and local educational authorities to throw some light on improving the quality of primary education.
Keywords：local elementary education advisory groups, pedagogical content knowledge, instructional consultation, curriculum consultation, collaborative curriculum development
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