新北市國民中學節能減碳教育政策之評估研究

Abstract

本研究首先探討節能減碳(教育)的理論基礎與CIPP評估模式的理論基礎。接著論述節能減碳教育與CIPP之相關研究，採用問卷調查法，探討新北市國民中學節能減碳教育政策的實施成效。 本研究共發出790份問卷，36校回收669份問卷，回收率為84.68%。剔除空白及無效問卷，有效樣本665份。本研究主要研究工具為研究者自編之「節能減碳教育政策之評估研究調查問卷」，資料處理採統計分析法，包括平均數、標準差、t考驗、單因子變異數分析，考驗不同背景之受試者對相關問題反應的差異，經由描述分析、問卷調查，本研究主要發現與結論歸納如下： 一、新北市國民中學節能減碳教育政策推動現況良好，屬中上程度。 二、節能減碳教育政策之輸入評估中，「政策的合理性與適切性」層面是推動節能減碳教育最重要因素，其次依序為「組織的成立與運作」、「教育資源的投入」。 三、節能減碳教育政策之過程評估中，「影響政策執行的因素」層面是推動節能減 碳教育最重要因素，其次依序為「政策認知與態度」、「執行者的意願與能力」。 四、節能減碳教育政策之成果評估中，「環境空間營造」層面是推動節能減碳教育最重要因素，其次依序為「課程規劃與實踐」、「教師專業發展」、「家長與社區參與」。 五、男性教育人員知覺節能減碳教育政策的程度顯著高於女性的教育人員。 六、資深教育人員(51歲以上)知覺節能減碳教育政策的程度度高於資淺的教育人員。 七、研究所畢業之教育人員知覺節能減碳教育政策的程度高於師大(師院)、一般大學畢業的教育人員。 八、校長對節能減碳教育政策的知覺情形顯著高於其他教育人員。教師兼導師程度最低。 根據結論，本研究分別對主管教育行政機關、國民中學與未來相關研究提出參考建議。The Study on the Evaluation of Energy Saving and Carbon Reduction Educational Policy in Junior High Schools of New Taipei City Abstract The purposeof this study was to assess the effectiveness for the educational policy of energy saving and carbon reduction in Junior High Schools in New Taipei Municipality. First, it explored the theories of energy saving and carbon reduction and the methodology of CIPP evaluational model. Then, it adopted the questionnaires survey to understand the implementation and performance of energy saving and carbon reduction educational policy in Junior High Schools in New Taipei Municipality. After issuing 790 researching samples of questionnaires, we got 669 questionnaires returned, and the ratio of recovering is 84.68% . By eliminating the blank and useless questionnaires, and the valid samples was 665. The major research tool of this study was self-composed“ Evaluation Scale of Educational Policy of Energy Saving and Carbon Reduction” . All data was processed and analyzed by statistics methods such as mean, standard deviation, t-test, and one-way ANOVA, all of which were used to certify the different results on them that had different background. Based on literature review and questionnaire survey, the conclusions as follows: 1. The Junior High School teaching staff for the “ Energy saving and Carbon reduction educational policy” with a higher degree of satisfaction. 2. In the input evaluation of energy saving and carbon reduction educational policy, the domain of“ Reasonableness and Appropriateness of policy” level is the most important factor in deciding the efficacy of energy saving and carbon reduction, next are“ Organizational operation” and “ Investment in education resources”. 3. In the process evaluation of energy saving and carbon reduction educational policy, the domain of“ The Factors of implementation of policy” level is the most important factor in deciding the efficacy of energy saving and carbon reduction, next are“ Policy awareness and Attitudes” and“ Willingness and Abilities”. 4. In the product evaluation of energy saving and carbon reduction educational policy, the domain of“ Environmental space to create” level is the most important factor in deciding the efficacy of energy saving and carbon reduction, next are“ Curriculm planning and Practice”, “ Professional development of teachers” and“ Parents and Communities involvement”. 5. Male teaching staff hold higher recognition on the educational policy of energy saving and carbon reduction than their female teaching counterparts. 6. Experienced teaching staff get higher recognition on the educational policy of energy saving and carbon reduction than their junior teaching staffs. 7. Teaching staff holding master degree and above have higher recognition on the educational policy of energy saving and carbon reduction. 8. The school principals are significantly higher recognition than the other teaching staff, among whom the homeroom teachers have the lowest recognition. Based on the conclusions, some suggestions for the educational concerned authority, junior high schools, as well as further researches. Keywords: energy saving and carbon reduction, policy evaluation, evaluation of educational policy.