高級中學行政組織再造過程與滿意度之研究

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Title:	高級中學行政組織再造過程與滿意度之研究
Other Titles:	A study on the process and the satisfaction of the administrative organization restructuring in senior high school
Authors:	吳清鏞 Wu, Ching-Yong
Contributors:	管理研究所陳券彪 Chen Chuan-Biau
Keywords:	學校本位管理;組織再造;高中教育;學校行政組織 School-based management;Organizational restructuring;Senior high school education;School administrative organization
Date:	2002
Issue Date:	2015-05-27 13:40:16 (UTC+8)
Abstract:	本研究以組織設計與組織再造的相關理論為背景，探討高級中學行政組織再造之法源背景與分析再造過程及其滿意度。本研究除針對相關理論研究與法令規定等文獻進行分析外，並以台灣省境內公立高級中學之校長、主任、教師為研究對象，進行調查研究。本研究主要的成果有下列七項：一.高級中學行政組織再造過程的系統架構，大致分成：社會環境醞釀、法制化、校內運作、審核程序等四階段。二.就各校行政組織再造的結果而言，體育運動、衛生保健、特殊教育、試務、社團活動等五組是各類型學校較為普遍設立的組，實習就業、輔導、資料三組在各校均未設立。同類型高中受到學校規模大小的不同而有不同的組織架構；而同規模的學校，因設科類型的不同也發展出大同卻小異的組織結構。三.各校組織章程制定的主要參考依據為「教育部中部辦公室所提供的範本」，「本校內部的意見」列居第二位。「相關學術研究」的順位則是最後。四.多數的受訪者認為新訂的組織章程能與學校的發展特色相結合、對學校新訂的組織章程感滿意。經交叉分析發現，受訪者間看法一致。五.本研究發現有經由主任初擬構想、有經由家長參與、有校外專家參與制定過程的受訪者表示對於「組織章程能否與學校發展特色相結合」感到滿意的比例顯著較高。而在對於「對新訂的組織章程滿意程度」的看法則沒有顯著差異。六.受訪者對制定過程的民主參與程度均給予較高的正面評價。且有經由主管初擬構想程序和主管協商程序者認為民主參與程度較高。七.大多數的受訪者對教育部訂頒的總組數、組別名稱等規定傾向於正面的評價，不同職務人員的看法並無差異。並認為可透過『分層負責明細表』調整與安排分工來發展學校特色。但校長主張「組別名稱宜開放各校自行訂定」的的比例高於主任及專任教師。 This research, based on the related theory of organizational designing and organizational restructuring, probes into the lawful background of the administrative organization restructuring and the process and the satisfaction of the analytic restructuring. Besides the analysis of the documents on the related theories and the lawful regulations, this research is proceeding to investigate such objects as principals, directors, and teachers in public senior high schools in Taiwan. The main results come in seven items as follows: 1.The systematic framework of the process of the administrative organization restructuring in senior high schools is composed of the four phases:such as, the transition of the social environment, legalization, the operations inside the school, and inspecting procedures. 2.As regards the result of the individual administrative organization restructuring, these five groups, such as athletics, hygiene and health care, special education, testing issues, and clubs activities are commonly instituted by most of the schools; those three groups, such as practical training for employment, student counseling and student data are never set up by any schools. Similar types of senior high schools, varied with different scales, have different organizational frameworks; yet schools of the same scale come into being the organizational frameworks with mostly alike and slight differences. 3.The establishment of the organizational constitutions for schools chiefly stands on 「a model provided by the educational department’s office in central counties.」, 「the opinion inside the school」follows as the secondary, and 「Associated academic research」is the last. 4.Most of the interviewees thought that the newly formulated organizational constitutions can be integrated with the characteristics of school’s development, and they are all satisfied with the newly formulated organizational constitutions. 5.The study finds out that interviewees, through the supervisor’s initial proposal, with the participation of parents, and via instituting procedure participated by professionals outside the schools, are generally having a higher rating of satisfaction toward whether the organizational constitutions can be integrated with the characteristics of schools’ development. But the opinions toward the satisfaction of newly formulated organizational constitutions are less likely varied. 6.The interviewees are giving higher positive appreciation for the level of democratic participation in the process of institution. Yet the interviewees through the procedures of supervisor’s initial proposal and negotiations among supervisors find that the level of democratic participation is relatively high. 7.Majority of the interviewees are inclined to have positive evaluation for the regulations on total number of the groups and the names of the groups concluded by Department of Education. There isn’t much variation on comments by people of different duties. Yet stick to the belief of adjusting and arranging division of labor through “a detail list on administrative levels” for the development of school’s characteristics. But the proportion of principals emphasizing on “The names of the groups being supposed to be namely freely by each school” are higher than that of supervisors and full-time teachers.
Appears in Collections:	[Department of Business Administration, Master/Ph.D Program in Management Sciences] Disserations and Theses(Master and Doctoral Program in Management Sciences)

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