建構縣市層級課程政策執行機制之研究

A Study on Constructing County Level Curriculum Policy Implementation Mechanism

本研究目的旨在建構縣市層級課程政策執行機制，並驗證該機制的模型適配度。首先，根據文獻分析結果，建立縣市層級課程政策執行機制的架構雛形。接著，透過三場次焦點團體訪談文本的分析與歸納，進一步修正縣市層級課程政策執行機制的架構雛形，並據此編製成調查問卷後，以某一縣市的國民中小學教師為母群體，採分層隨機取樣方式，共計抽取351人，最後獲得有效問卷339份。研究結果顯示：一、縣市層級課程政策執行機制係由政策分析與現況評估、制度化的運作、培力與跨校協作三個面向所組成，各面向皆有各自的主要重點和運作策略。二、三個面向量表的Cronbach’s α係數分別為.79與.81、.75至.79之間、.85與.90，顯示各量表具有良好的信度。三、三個面向量表的組合信度均大於.60，平均變異抽取量均大於.50，皆符合檢定門檻，表示三個面向具有良好的收斂效度。四、透過驗證式因素分析檢驗其模型適配度，在各面向的一階分析與整體的二階分析，各項配適度指標多符合標準值，表示模型適配度理想。最後，本研究分別對地方政府、國民中小學與未來研究方向提出建議。

The purpose of this study was to construct a county level curriculum policy implementation mechanism and verify its model fit. A prototype model was first established by reviewing relevant literature. Subsequently, the prototype model was revised through the analysis and induction of data obtained from 3 sessions of focus group interviews. Based on the model, a questionnaire survey was then administered to 351 elementary school and junior high school teachers selected from a nonmunicipal area in Taiwan through stratified random sampling, with 339 valid responses received. The collected responses revealed the following results: 1. The county level curriculum policy implementation mechanism comprised 3 dimensions, namely “policy analysis and status assessment,” “institutionalized operating,” and “capacity building and interschool collaboration.” Each of these dimensions involved unique primary execution focuses and operational strategies. 2. The Cronbach’s α coefficients were .79, .81, .75-.79, and .85, .90 for “policy analysis and status assessment,” “institutionalized operating,” and “capacity building and interschool collaboration,” respectively, indicating that the 3 dimensions had satisfactory reliability. 3. The three dimensions exhibited a convergent reliability of > .60 and average variances extracted of > .50; both figures met relevant thresholds and indicated favorable convergent validity. 4. A confirmatory factor analysis was performed to verify the model fit. The first-order analysis examined the individual dimensions, and the second-order analysis evaluated the entire model. The results revealed that most of the fit indices met the standard thresholds, indicating an ideal model fit. Finally, this study provided suggestions for local government policymakers and elementary and junior high school administrators, and future research directions.