教育變革中視導角色功能與學校行政及教師間互動關係之研究
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Date
2003
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本研究旨在探討教育視導人員— 督學與學校行政人員及教
師之間的互動關係，期望透過深層的分析，來瞭解彼此間的互動
與需求，在教育不斷變革與發展中，尋求建構有效的視導策略與
模式。。主要研究內容包括：（一）探就視導制度形成的背景，
演進及功能角色。（二）分析視導中的理論與意識形態。（三）比
較不同背景變項之視導人員與學校行政及教師在角色體系、功能
體系、互動體系及評鑑體系之差異情形。就實施方法上，採用文
獻分析法、歷史研究法、調查研究法等進行相關之研究。
調查問卷以台北市國民中小學及高中職之教師、組長、主
任、校長和督學，為本研究之母群體；經過分層選取64 校，640
名學校人員，加上督學18 人，共658 人為研究對象。調查結果
以項目分析、因素分析及單因子變異數分析和Scheffe’事後檢定
等，進行資料處理分析。
根據文獻分析及問卷調查結果，本研究獲得以下的發現與結
1.督學、校長、主任、組長及教師在教育視導互動之間的關
(1)在角色體系的認知方面：除「不同性別」及「學校規
模」外，大多達到顯著差異；年資愈淺對視導角色的
(2)在功能體系的認知方面：除「不同性別」及「學校規模」等因素無關，與「與擔任職務」，「不同學歷」、「不
同階層」、「不同年資」等因素有關，服務十年以上未
滿十五年者，對於教育視導的功能最不認同。
(3)在互動體系的認知方面：除「學校規模」因素無關外，「不同階層」、「不同職務」、「不同性別」、「不同服務
年資」、「不同學歷」等，都有顯著差異。女性較不願
意接受視導，而校長對於視導的接受性高於其他人
員。
(4)在評鑑體系的認知方面：除「學校規模」因素無關外，
「不同階層」、「不同職務」、「不同性別」、「不同服務
年資」，及「不同學歷」都有影響。女性對於評鑑體
系的認同高於男生。校長對於視導「評鑑體系」信賴
度最高。
依據上述發現，本研究僅分別對教育行政機關和學校，提出
相關建議，作為未來教育視導發展改進與提升之參考。
The purpose of this study is to inguire the relation of education supervisors with schools administrators and teachers. Through an in-depth analysis, we hope to understand the relationship of their interaction and needs. We are seeking to form an effective supervision strategy and mold in the constant modification and development of the education system. Thus, Education supervision is a key factor of the education administration. The main research contents are: 1. To discover the background of how supervision system has formed, progressed and its role. 2. To analysis the theory and concept of supervision. 3. To compare supervisors from different background with school administration and teachers and to evaluate the dissimilarity among Role-play system、Function system、 Interaction system and Evaluation system. The methods used in this study are: documentation analysis、historical analysis、investigation research and etc. The survey is based on the teachers, team leaders, department heads, principles and supervisors from the elementary schools, junior high schools, senior high schools and vocational schools in Taipei. We choose 64 of all the schools, 640 of all the school administration, and 18 of all the supervisors after screening. There are 658 in total for the research. The results come out through item analysis, factor analysis, one way ANOVA, Scheffe’ after testing and etc. According to the results from documentation analysis and survey investigation, conclusions are as follows: 1.From the investigation of the education supervision interaction between the supervisors, principals, department heads, team leaders and teachers, we find: (1) In the understanding of the role system: there are distinguish differences, except “sexual difference” and “school size”; the less experience they have, the lower they agree with it. (2) In the understanding of functional system: clear “sexual difference” and “school size”, but look at “job description”, “education background”, “job position”, “working experience” and other factors, we find the ones who have worked 10-15 years have the least agreement towards it. (3) In the understanding of interaction system: clear “school size”, there is a distinguish difference in “different job position”, “different job description”, “different sex”, “different service years”, “different education background” and etc. Women have the lower percentage of willing to be observed, and principals have the higher percentage of willing to be observed than other positions. (4) In the understanding of evaluation system: clear “school size”, there is effects towards “job position”, “job description”, “sexual difference”, “serving years” and “education background”. Women have the higher agreement than men. Principals have the highest confidence towards it. In conclusion, the research only give relative suggestions to education administration and schools for the reference of future education supervision development and improvement.
The purpose of this study is to inguire the relation of education supervisors with schools administrators and teachers. Through an in-depth analysis, we hope to understand the relationship of their interaction and needs. We are seeking to form an effective supervision strategy and mold in the constant modification and development of the education system. Thus, Education supervision is a key factor of the education administration. The main research contents are: 1. To discover the background of how supervision system has formed, progressed and its role. 2. To analysis the theory and concept of supervision. 3. To compare supervisors from different background with school administration and teachers and to evaluate the dissimilarity among Role-play system、Function system、 Interaction system and Evaluation system. The methods used in this study are: documentation analysis、historical analysis、investigation research and etc. The survey is based on the teachers, team leaders, department heads, principles and supervisors from the elementary schools, junior high schools, senior high schools and vocational schools in Taipei. We choose 64 of all the schools, 640 of all the school administration, and 18 of all the supervisors after screening. There are 658 in total for the research. The results come out through item analysis, factor analysis, one way ANOVA, Scheffe’ after testing and etc. According to the results from documentation analysis and survey investigation, conclusions are as follows: 1.From the investigation of the education supervision interaction between the supervisors, principals, department heads, team leaders and teachers, we find: (1) In the understanding of the role system: there are distinguish differences, except “sexual difference” and “school size”; the less experience they have, the lower they agree with it. (2) In the understanding of functional system: clear “sexual difference” and “school size”, but look at “job description”, “education background”, “job position”, “working experience” and other factors, we find the ones who have worked 10-15 years have the least agreement towards it. (3) In the understanding of interaction system: clear “school size”, there is a distinguish difference in “different job position”, “different job description”, “different sex”, “different service years”, “different education background” and etc. Women have the lower percentage of willing to be observed, and principals have the higher percentage of willing to be observed than other positions. (4) In the understanding of evaluation system: clear “school size”, there is effects towards “job position”, “job description”, “sexual difference”, “serving years” and “education background”. Women have the higher agreement than men. Principals have the highest confidence towards it. In conclusion, the research only give relative suggestions to education administration and schools for the reference of future education supervision development and improvement.
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Keywords
視導, 角色體系, 功能體系, 互動體系, 評鑑體系, supervision, role system, function system, interaction system, evaluation system