潘裕豐鄭玟茹2019-08-282012-1-192019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0598091309%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/91743本研究旨在瞭解特殊教育學校教師對學校行政服務品質期望與實際知覺，及兩者的相關情形，並探討不同背景變項教師，在學校行政服務品質期望與實際知覺情形的差異。 本研究採用問卷調查法，以自編「特殊教育學校行政服務品質問卷」為研究工具，以隨機取樣方式發出304份問卷，有效問卷292份。將所得資料以平均數、次數分配、t考驗、單因子變異數分析及皮爾遜積差相關等統計方法進行分析。 本研究重要發現說明如下： 一、特殊教育學校教師對學校行政服務品質期望情形，整體屬「中高」等級。 二、特殊教育學校教師對學校行政服務品質實際知覺情形，整體屬「中」等級。 三、不同性別的特殊教育學校教師，對學校行政服務品質期望情形有差異，其中女性教師期望情形高於男性教師；不同年齡、特教年資、特教背景、最高行政職務經驗、學校規模、學校所屬行政機關的教師，對學校行政服務品質期望情形無差異。 四、不同學校所屬行政機關的特殊教育學校教師，對學校行政服務品質實際知覺情形有差異，其中國立學校教師滿意度高於市立學校教師；不同性別、年齡、特教年資、特教背景、最高行政職務經驗、學校規模的教師，對學校行政服務品質實際知覺情形無差異。 五、特殊教育學校教師對學校行政服務品質期望與實際知覺有顯著差異。 六、特殊教育學校教師在學校行政服務品質期望與實際知覺情形之間，呈現低程度正相關。The purpose of this study was to understand the administrative service quality of teachers' expectation and consciousness in special education schools, and the correlation between the two factors was explored as well. The differences among teachers’ background variables were also discussed as well. A questionnaire survey was conducted in this research. By using the self-redacted ‘‘Questionnaire of administrative service quality in special education schools’’ as the research tool, 304 copies of questionnaires were distributed at random sampling and 292 of them were effective. The data were statistically analyzed with mean, frequency distribution, t-test, one-way ANOVA, and Pearson's product-moment correlation. The major findings of this study were as follows: 1.Overall, the study on administrative service quality of teachers’ expectation in special education schools was at medium-high level. 2.Overall, the study on administrative service quality of teachers’ consciousness in special education schools was at medium level. 3.Administrative service quality of teachers’ expectation in special education schools was significantly affected by variable in gender. It showed that female teachers’ expectation outperformed male ones. However, administrative service quality of teachers’ expectation in special education schools was not significantly affected by variables, including age, seniority and professional background in special education, their highest administrative positions, the scale of school and administrative authority of school where teachers teach. 4.Administrative service quality of teachers’ consciousness in special education schools was significantly affected by a variable in administrative authority of school where teacher teach. It showed that teachers’ satisfactions in national schools outperformed ones in municipal schools. However, administrative service quality of teachers’ consciousness in special education schools was not significantly affected by variables, including gender, age, seniority and professional background in special education, their highest administrative positions, and the scale of school. 5.There was a significant difference on administrative service quality between teachers’ expectation and consciousness in special education schools. 6.A low positive relationship was observed on administrative service quality between teachers’ expectation and consciousness in special education schools.特殊教育學校學校行政服務品質Special education schoolsAdministrative serviceService quality