學校效能之研究：以臺灣在TIMSS2007資料為例   免費試閱

Study on the School Effectiveness: Evidence from the TIMSS 2007 in Taiwan

過去以學校效能的研究不少，然而以大型資料庫資料分析學校效能的研究不多。本研究以臺灣參與TIMSS 2007年資料分析影響學校效能因素；研究中以集群分析、區別分析、單因子變異數分析、因素分析與多元迴歸分析。獲得以下結論：一、在臺灣的140所國中可以區分為高、中及低效能學校；高效能學校是學生期望高、教師態度積極、家長參與高、學習態度好與學習成就表現較高。二、學校整體的家長教育程度對學生期望有正面助益，規模愈大及家長教育程度高的學校，家長參與較高。三、家長參與及教師對學生態度有正向影響。學校規模愈大，學生偏差行為愈少；家長參與低，學生偏差行為高。雖然學校所在的城鄉、學校規模與家長教育程度個別對學生成就及表現有正面助益，但在學習成就上，加入學生期望之後，消弱其他變項對成就影響；在學生表現上，學生期望與教師態度會消弱其他變項的影響力。

There have been many researches on the school effectiveness in past. However, using the database to analyze this issue was few. This article employed the TIMSS data that Taiwan has participated in 2007, and in that database there were many itemes survey on school effectiveness. The study analyzed the impacted factors on school effectiveness. Using the Cluster Analysis, Discriminant Analysis, ANOVA, Factor Analysis, Multi-regression Analysis to test, the results were as following: 1. The pattern of school effectiveness in 140 schools can be discriminated to high, middle and low level in Taiwan. The characterics of high school effectiveness consisted of higher students’ expectancy, teacher more positive attidude, parents more involement in school, student more positive attidude, and student higher achievement. 2. The parental education degree was influenced significantly on students’ expectancy. The larger scale of school, school having higher parents education degree, the higher parents involement in school. 3. Student’s attidude were positively influenced by parental involement in school and teacher’s attidude. The larger scale of school, the lower student delinquent behavior. The less parental involement in school, the higher student delinquent behavior. The location of school, the scale of school, the parental education degree were influenced significantly on student’s academic achievement and student’s attidude respectively. However, if inputed the students’ expectancy in the student achievement model, the effect of other independent variables on the achievement was significantly decreased. Besides, in the total students’ performance model, the students’ expectancy and teacher’s attitude also decreased the other independent variables.