海外中文學校經營之關鍵成功因素：以美國為例

Abstract

關鍵成功因素(KSFs)指的是一種策略上的工具，可以廣泛應用在不同的領域，能夠探討出對於長期成功有益處的議題。本研究以美國中文學校為研究範圍，除了回顧美國中文學校之歷史，以及從十九世紀第一批學校成立開始，就對於其發展產生影響的主要事件外；同時也參考華僑中文學校經營主要的因素及企業關鍵成功因素之相關理論，目的是要找出美國中文學校經營之關鍵成功因素。 本研究分別進行兩次深度訪談與焦點團體，另以問卷調查進行相關統計分析，包括：敘述性統計、探索性因素分析、相關分析、信度分析、重複量數單因子變異數分析、獨立樣本t檢定、獨立樣本單因子變異數分析。研究結果發現，就美國地區而言，共有七個經營中文學校之關鍵成功因素，分別是：教師專業發展、顧客滿意度、經營成效、管理者能力、學區資源、顧客要求、學校定位；其中，教師專業發展與顧客滿意度是兩個最重要的關鍵成功因素，緊接著是經營成效，而排序在最後一位的則是學校定位。 本研究最後對中文學校、政府組織與未來的研究提供相關建議，也希望可以做為未來研究全球華僑中文學校經營研究的基礎。

Key success factors (KSFs) method is a strategic tool that can be applied in a number of fields to detect issues that are important for a long-term success. This research focused on the United States of America (the USA) with the main goal of identifying KSFs of Chinese schools in the USA. History of Chinese schools in the USA was reviewed to highlight the main events that shaped their development since the first establishments in the nineteenth century. Literature review consisted of the literature pertaining to the theoretical foundations of the KSF method, business KSFs worldwide, and factors accounting for the operation of overseas Chinese schools. There were two semi-structured individual depth interviews and two focus group sessions conducted. Statistical analysis techniques to analyze survey data included descriptive statistics, exploratory factor analysis, correlation and reliability analyses, repeated measures one-way ANOVA, t-test for two independent samples, and one-way ANOVA. Research results showed that there are seven KSFs of Chinese schools in the USA: teacher professional development, client satisfaction, management effectiveness, manager’s abilities, school resources, client needs, and school positioning. In terms of importance, teacher professional development and client satisfaction are the two top KSFs followed by management effectiveness, while the least important KSF is school positioning. Recommendations were provided to Chinese schools, government bodies responsible for shaping policy with regard to Chinese schools, and future researches with a hope that this study can serve as a basis to further explore operation of overseas Chinese schools worldwide.