| Summary: | 碩士 === 健行科技大學 === 國際企業經營系碩士在職專班 === 105 === The purpose of this paper is to compare each country’s investment in education resources and their schoolchildren’s integrative academic attainment efficiency. This research was carried out concurrently with PIRLS2011 and TIMSS 2011, while turning down the non-participation of fourth-graders and countries (areas) making it to the list, shortage of data and where grade average is too low that it has to be notated as unreliable measurement countries, just after the best 28 countries. Data envelopment analysis and Tobit regression analysis were used to proceed with the research. Results from the study showed that 1. For scale efficiency, the Czech Republic, Finland, Georgia, Ireland, Malta,and Sweden have reached scale efficiency.
1. They were among the 28 DMUs best 6 countries; the Czech Republic, Finland, Georgia, Ireland, Malta,and Sweden in the constant returns to scale category, had already reached optimal returns to scale.
2. Achieving the most optimal scale among all these countries, Finland had the most outstanding performance with 16 times more of learners than the rest of the countries, somewhat agreat performance.
3. Schools are endowed with libraries containing more than 10,000 books and schoolchildren’s integrative academic attainment efficiency are positively associated.
4. The higher the teachers’ job satisfaction, the better the teaching quality, the schoolchildren’s integrative academic attainment efficiency is also higher.
5. A small percentage of children having their own rooms at home and schoolchildren’s integrative academic attainment efficiency showed a negative impact.
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