The Research on mechanism of evaluating the Quality School in Taipei City
| Autor: | Chung Chiao-Ju, 鐘巧如 |
|---|---|
| Rok vydání: | 2007 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 The objectives of this research are: first, explored the meaning of Quality School and mechanism of evaluating Quality School; second, explored mechanism of evaluating Quality School of the main countries and areas; third, explored the current differences and problems in mechanism of evaluating Quality School ; and finally, based upon the research findings and conclusions, suggestions would be offered to the concerned authorities for reference. The methods adopted for the research was questionnaire survey, document analysis and interview. First, based on the results drawn from the literature review, a questionnaire named “ The questionnaire for mechanism of evaluating Quality School in Taipei City” was developed. Questionnaires were delivered to 101 schools in Taipei City in the form of multistage sampling, each school for ten samples. 490 out of the 790 questionnaires sent out were effective. The statistics software tool used for the questionnaire analysis was the SPSS for Windows version 13.0. Second, seven people were chosen to be interviewed in the way of semi-structure interview, including five administrators, one principal and one director-general. The conclusions derived from the literature review, the questionnaire survey, and interview on mechanism of evaluating Quality School are as follows: 1. There is significant difference toward the role perception on mechanism of evaluating the Quality School between the staffs’ evaluation level, current position, school character, school level, seniority and school scale and their role perception on mechanism of evaluating the Quality School. 2. There is significant difference toward the role perception on mechanism of evaluating the Quality School between the staffs’ evaluation level, current position, school level and school scale and their role perception on participating of evaluating the Quality School. 3. There is significant difference toward the role perception on mechanism of evaluating the Quality School between the staffs’ current position, school character, school level, seniority, school scale and school history and their role perception on the agreement of evaluating the Quality School. 4. It is proper that the projects’ effective time of Quality School’ evaluation needs three to four years. 5. The main evaluating Committee of the Quality School are professional scholars, being rewarded for excellent principals’ leadership of Ministry of Education, and teachers on behalf of teacher’s association. 6. It is proper that rating standard of the Quality School’s evaluation maintain the current rating standard. 7. Conducting the projects through interview can comprehend the practical situation ; besides, in final censorship, each school delivers the projects in public can help grasp each school’s excellent experience. 8. The dimensions and indicators of Quality School’s evaluation can conduct school administration plans and vision developments. 9. Each school which does not pass the final censorship can give a certificate of excellence. 10. Toward the schools which never participate and could not be rewarded should continue encouraging and assisting their improvements. 11.The main dilemmas confronted by all levels of school toward participating evaluation of Quality School are “ Be deficient in the motivation of participating evaluation of Quality School”, “The staffs can not grip the meaning of Quality School’ indicator.”, and “ Be deficient in the assistant of outside resources ( for example: parents and community ).” 12. The main dilemmas confronted by all levels of school toward participating evaluation of Quality School are “ The Staffs are too overburdened to participate Quality School’s evaluation.”, “ Schools can not afford inducements to participate Quality School’s evaluation.”, and “ Schools don’t have enough colleagues to participate Quality School’s evaluation.” 13. The main dilemmas confronted by all levels of school of teachers toward participating evaluation of Quality School are “ The teachers don’t have enough time to engage in the research of Quality School’ evaluation.”, “ The teachers lacked for enthusiasm of participating the Quality School’s evaluation.”, and “ The teachers lacked for professional cognition of the Quality School’s evaluation.” 14. The main measures of dealing with the crises are “Reward the staffs of participating the evaluation of Quality School thus inspire the willing of participation.”, “Cooperate with school evaluation.”, and “ Execute the process of Quality School to move up the staffs’ professional cognition.” Based on the findings, several conclusions and recommendations were made for Taipei government authorities, schools and further researchers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|