臺北市中小學行政人員工作投入與工作成效知覺之研究—以「優質學校評選」獲獎學校為例

Abstract

本研究旨在探究臺北市參與優質學校評選之中小學行政人員，知覺工作投入與優質學校工作成效。研究對象係以立意取樣方式，由臺北市教育局所屬之公立高中職、國中、國小學校中，選取95年度至98年度曾參加臺北市優質學校評選，且其中進入初選2次以上（含2次），並至少獲得1次（項）優質學校獎項之學校，共計50所。針對其校長、各處室主任及教師兼任組長進行研究，總計發出818份問卷，回收有效樣本529份。有效問卷回收率為64.67%。使用的研究工具為研究者自編的「學校行政人員工作投入問卷」、「優質學校評選工作成效知覺問卷」。研究資料採用描述統計、獨立樣本t檢定、單因子變異數分析、pearson積差相關分析等方法，進行資料分析及研究假設之考驗。研究所得結果如下： 一、學校行政人員的工作投入，整體及各向度為中等或中上程度。就各分向度之平均數而言，以工作專注最高，工作認同、工作評價次之，工作樂趣最低。 二、不同性別的學校行政人員，在工作投入整體無顯著差異；惟在「工作專注」向度上，女性顯著高於男性。 三、不同職務別的學校行政人員，在工作投入整體或分向度均有顯著差異，且皆為校長高於主任，主任又高於組長。 四、不同總年資的學校行政人員，在工作投入整體或分向度均有顯著差異。 五、學校行政人員之優質學校工作成效知覺，整體而言為中等程度；就各分向度平均數而言，以家長與社區關係、學校發展與行政效能最高，成員滿意次之，教學品質與學生學習最低。 六、女性學校行政人員的優質學校工作成效知覺，整體而言顯著高於男性，分向度而言在「學校發展與行政績效」向度上女性顯著高於男性。 七、不同職務別的學校行政人員，在工作成效知覺整體或分向度均有顯著差異，且皆為校長高於主任，主任又高於組長。 八、不同總年資的學校行政人員，在工作成效知覺整體或分向度均有顯著差異。 九、學校行政人員就整體而言其工作投入與工作成效知覺之間有顯著的中度正相關；同時工作投入各構面與工作成效知覺各構面之間均有中度正相關存在。其中「工作樂趣」與「成員滿意」之間的相關最高。

依據研究結果，本研究分別針對教育主管機關、學校，以及未來進一步研究提出建議，俾供參考。

The aim of this study was to explore relationship between school faculty’s job involvement and their perception of job efficiency about “Evaluation of Quality School in Taipei City”. 50 schools which participated “Evaluation of Quality School in Taipei City” from 2006 to 2009 were purposive sampled . The survey research method was adopted and the “Appraise of School Faculty’s Job Involvement” and “Perception of job efficiency about Evaluation of Quality School in Taipei City” questionnaire was administered to collect the pertinent data. The raw data was analyzed by descriptive statistics, t-test, ANOVA and Pearson’s product-moment Correlation. The major results of this study were as follows: 1. School faculty’s job involvement was on or above average. On average, job concentration was the highest, and job enjoyment was the lowest. 2. As a whole, there was no significant difference between the male and the female in job involvement. It was the only one that the female’s job concentration was statistically significant higher than the male. 3. Performances of the participants who take in different administrative positions varied significantly on job involvement and its diverse dimensions; furthermore, the rankings of participants’ performances were graded via post-hoc, the orders of which were principals, deans and group leaders. 4. There was significant difference among school administrators on job involvement and its diverse dimensions in terms of the service seniority. 5. School faculty showed a medium tendency in perception of job effect about Evaluation of Quality School in Taipei City. On average, the highest were relationship of parents and communities, and the lowest were instructional effects and students’s performance. 6. Both performances of the female administrative faculty on the dimension of perception of job efficiency for quality school and its sub-dimension named “development of school and administrative accountability” were varied and better significantly than those of male ones. 7. Performances of the participants who take in different administrative positions in school varied significantly on perception of job efficiency and its diverse dimensions; furthermore, the rankings of participants’ performances were graded via post-hoc, the orders of which were principals, deans and group leaders. 8. Performances of the participants with diverse total seniority of administrative services varied significantly on perception of job efficiency and its four diverse dimensions. 9. Performances of the administrative faculty on job involvement as well as perception of job efficiency were related significantly so those on their diverse dimensions were, yet the subordinated dimensions “satisfaction of faculty ”were related highly with” job enjoyment”. Based on the above-mentioned conclusions, some suggestions were offered for the educational authority concerned, schools and advanced study respectively.