高中職辦理綜合高中之影響因素研究

Abstract

本研究旨在探討我國高中職學校辦理綜合高中的影響因素，分為曾辦理已退出、目前持續辦理、近五年新申請辦理等三類型學校，分別探討其影響因素。 經由文獻探討歸納辦理綜合高中的可能影響因素為政策導引、社會文化、社區需求、學校願景、人事、經費、課程與教學、學生進路等八個面向，採質性研究之分析歸納法，以半結構式題綱進行訪談，每一類型學校以立意抽樣選取二所學校，分別訪談一位行政代表、一位教師代表，並歸結出退出辦理、持續辦理、近五年新辦等三類型高中職辦理綜合高中的共同影響因素為： 一、政策導引方面為教師對政策的認知度、政策導引的隱性意涵。 二、社會文化方面為教師受升學文化的宰制。 三、社區需求方面為社區家長的期許。 四、學校願景方面為學校的永續經營。 五、人事方面為學制與師資人力的配合、組織人力的工作負荷。 六、經費方面為教師對經費影響的認知、經費挹注對辦學的重要性。 七、課程與教學方面為無三類型共同的因素。 八、學生進路方面為學生入學程度與進路選擇與表現之相關性。 九、主要的關鍵影響因素方面為學校的永續經營。 關鍵字：綜合高中、影響因素Purpose of this research intended to explore the influential factors for our high schools and vocational schools in executing the comprehensive high school programs. And it can be divided into three types of schools, i.e. those have already backed out, currently continuing the program execution and those applied for the program execution within the most recent five years. This research will separately explore the corresponding influential factors as result. By document exploration, this research summarized the high schools that processed the comprehensive programs and the probable influential factors were individually as policy guidance, social culture, community demand, school vision, human resource, funding, curriculum and teaching and student’s future prospects, a total of eight dimensions. Analytic induction method of qualitative research was adopted, which proceeded with interviews through the semi-structured subject headings. Each type of school would be selected with two representative schools through purposive sampling, and one of each administrative level and teacher representatives would be separately interviewed so as to summarize the common denominators within the influential factors that could characterize the three types of high schools and vocational schools backing out the execution, continuing the execution and the newly entrants to this program within the most recent five years in executing comprehensive high school programs. 1. As for policy guidance aspect, they were policy cognitive levels for the teachers and the hidden significances of policy guidance. 2. In social culture aspect, it was the school advancement culture which dominated the teachers. 3. As for the community needs, they were the parental expectations within that community. 4. In school vision, it was the school’s sustainable operation. 5. As for human resource, they were the collaborations between school system and teaching resources as well as the workloads shared by the organizational human resources. 6. In funding aspect, they were the teacher cognitive reaction to funding impact, the importance from injection of the necessary funding to support this program. 7. As for the curriculum and teaching aspects, there was no common factor found as opposed to these three types. 8. In the student’s future prospect, they were the relevancies between student levels at the entrance stage, the future prospect options and performances. 9. The main key influential factor was the school’s sustainable operation.

Keyword：Comprehensive high school, influential factor