偏鄉地區學校校務治理、組織氣氛與教師流動之研究

School Governance, Organizational Climate, and Teachers Mobility in Rural Areas and the Evaluation to Related Policies

本研究以校務治理為理論框架，檢視我國偏鄉學校校務運作之應然面與實然面現況，並探討其與學校組織氣氛與教師流動之關聯性。研究者先針對偏鄉地區學校發展之相關政策為引，說明我國偏鄉學校發展的困境與限制；再以學校組織氣氛說明相關的類型與不同的影響，並論述對校務治理的影響，以及其在偏鄉地區學校的應用與調整，再則探討教師流動的因素，以勾勒影響偏遠地區教師留任之原因。本研究共抽取554所偏鄉國民中小學計2,770位教師，收回問卷共計1,108份，回收率為40%。研究發現：一、資訊透明及降低教師流動為政策兩難；二、營造良好的學校組織氣氛及進行校務治理特別有助於教師的留任；三、《偏遠地區學校教育發展條例》對鼓勵年輕教師留任意願影響有限。

This study adopts school governance as the theoretical framework and examine the oughtness and practice of school management in rural areas and its correlations with school climate and teachers’ mobility. Respectively, the literature review reveals from the education policy evolution on rural areas demonstrating its challenges and limitations. With that, the concept of utilizing school governance is analyzed with school climate and teachers’ mobility in rural areas. The questionnaires developed based on the previous studies and theoretical concept of New Managerialism were implemented via online survey to 554 rural schools in Taiwan. The response rate was 40%. With that, we came to the conclusion consisting of: promoting the transparence and reducing retention rate has become a dilemma in policy making, good organizational climate will be helpful for rural school governance, “Act for Education Development of Schools in Remote Areas” has its limitation in keeping youth teachers, school governance is affected by gender, age, seniority, and positions.