大臺北地區高級中學教育政策實施衝突及其因應策略研究

Abstract

本研究旨在調查大臺北地區高級中學教育政策實施衝突與衝突因應策略之現況，分析不同背景的大臺北地區高級中學人員在教育政策實施衝突與衝突因應策略的差異情形，探究大臺北地區高級中學教育政策實施衝突與衝突因應策略之相關。本研究以大臺北地區（包含臺北市及新北市）公立高級中學人員為研究對象，採問卷調查法，以「高級中學教育政策實施衝突及其因應策略調查問卷」為研究工具進行抽樣調查，共計在35所學校發放607份問卷，並回收有效問卷473份，有效問卷回收率約為77.9%。經以次數分配、平均數、標準差、獨立樣本ｔ檢定、單因子變異數分析、Pearson積差相關與典型相關等統計方法進行資料分析，摘述研究結果如次： 壹、高級中學人員在教育政策實施過程中知覺到偏高的衝突情形，知覺情形最高者為政策資源不足所造成的衝突，最低者為利益團體壓力所造成的衝突。 貳、高級中學人員面對教育政策實施衝突時，較常採取議商妥協因應策略，其次依序為延遲處理、職權要求及順從忍讓策略。 參、年紀較輕、學歷為研究所以上的高級中學人員對於成員角色負荷因素的衝突知覺情形較高。 肆、新北市高級中學人員對於組織結構隔閡、成員特質差異、家長不願配合及利益團體壓力因素的衝突知覺情形高於臺北市；中型高級中學人員在成員角色負荷因素的衝突知覺情形高於小型，而小型高級中學人員在家長不願配合因素的衝突知覺情形高於中型。 伍、高級中學的主任在面對教育政策實施衝突時，職權要求策略的採取情形較組長及導師來的高。 陸、新北市高級中學人員在面對教育政策實施衝突時，職權要求策略的採取情形較臺北市高級中學人員來的高。 柒、高級中學教育政策實施衝突因素越偏向政策明確性不足、成員特質差異、成員角色負荷、家長不願配合及利益團體壓力時，越傾向採取順從忍讓及延遲處理策略來因應。This study aims to investigate the conflict in education policy implementation and conflict coping strategies in the high schools in Taipei area, and to compare the differences between the two factors perceived by school members with different personal variables and school environmental variables, and to explore the relation between the two factors. The subject of this study is the school personnel of public high schools in Taipei area. A survey method was adopted and with the tool of “The questionnaire of conflict in education policy implementation and coping strategies in the high schools”. There are 607 questionnaires which were send to 35 schools in the sampling investigation, 473 effective questionnaires were collected, and the effective returns-ratio is about 77.9 %. Further, the data analyzed by distribution, mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and canonical correlation analysis. The main conclusions of the study are as follows: 1. In the conflict in education policy implementation, the perception of high school personnel was above the average. Among the causes of conflict in education policy implementation, the limited resource occurs most often, with the pressure from the interest group occurs infrequently. 2. In conflict coping strategies that are adopted by high school personnel, compromising is the strategy that are used most often, flow by the postponing, dominating, and the accommodating. 3. The high school personnel of dissimilar age, educational background, school location, and school scale had significant difference in part of the conflict of education policy implementation. 4. The high school personnel of dissimilar post and school scale had significant difference in part of the conflict coping strategies. 5. There are significant canonical correlation among the conflict of education policy implementation, and the conflict coping strategies.