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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/51418


    Title: 學校設施品質與教育成果關係之研究
    A Study on the Relationship between the Quality of School Facilities and Educational Outcomes
    Authors: 廖文靜
    Liao, Wen-Ching
    Contributors: 湯志民
    廖文靜
    Liao, Wen-Ching
    Keywords: 高級中學
    學校設施品質
    教育成果
    組織承諾
    教師異動
    學習態度
    偏差行為
    學業成就
    senior high school
    quality of school facilities
    educational outcome
    organization commitment
    teacher turnover rate
    learning attitude
    rule-violating behavior
    academic achievement
    Date: 2010
    Issue Date: 2011-10-05 14:53:45 (UTC+8)
    Abstract: 本研究旨在探討學校設施品質與教育成果之關係，以臺灣區公立普通高級中學共計127所學校為研究對象，並依各縣（市）行政區的國立和縣（市）立校數比例，分層抽取74所學校作為研究樣本。
    本研究的自變項為學校設施品質。依變項為教育成果，包括教師態度、教師異動行為、學生態度、學生偏差行為和學生學業成就。控制變項為學生基礎學力和社經地位。為蒐集相關資料，本研究自編「學校設施品質與師生態度問卷」，以教師為問卷填答對象，總共發出問卷888份，回收772份，回收率為86.94%。另編製「教師異動情形、學生家庭經濟狀況及學生紀律行為調查表」，以校長為調查對象，總共發出調查表74份，回收67份，回收率為90.54%。學生學業成就係以各校參加大考中心辦理之學科能力測驗平均成績的原始級分，轉換為20級參照等級作為代表。
    本研究主要目的在了解臺灣區公立普通高級中學學校設施品質現況，以及學校設施品質與教師組織承諾、教師異動行為、學生學習態度、學生偏差行為和學生學業成就的關係，並試圖建立學校設施品質與教育成果關係模式。研究者使用SPSS for Windows 18.0版和LISREL 8.52版，進行描述性統計、相關分析、變異數分析和因果路徑分析等統計分析，獲得結論如下：
    一、臺灣區公立普通高中的學校設施品質屬於中高程度，校際之間有落差。
    二、「學校類型」、「學校轄屬」、「學生性別偏向」、「學校規模」和「學校密度」等背景變項，對於學校設施品質有所影響。「學校密度」最能反映學校設施品質。
    三、學校設施品質與教師的組織承諾呈中度正相關。「舒適的教室環境」、「充足的E化設備」和「完善的建築機能」等學校設施品質因素能有效預測教師的組織承諾。
    四、學校設施品質與學生的學習態度呈中度正相關。「舒適的教室環境」、「良好的設施維護」和「完善的建築機能」等學校設施品質因素，能有效預測學生的學習態度。
    五、學校設施品質與學生偏差行為呈低度負相關。學校在「完善的建築機能」表現愈好，學生偏差行為就愈少。
    六、學校設施品質與學生學業成就呈低度正相關，「多元的學習空間」能有效預測學生學業成就。
    七、在學生學業成就上，學校設施品質對於基礎學力低的學校比基礎學力高者，有更大的正面影響力。
    八、學校設施品質對於學生學業成就的影響來自間接效果，由「教師態度」、「學生態度」和「學生偏差行為」扮演中介的角色。
    九、學校設施品質與教育成果關係的實證模式經驗證確立，學校背景變項影響學校設施品質，學校設施品質直接影響教師態度和學生態度，並以間接方式影響學生行為和學生學業成就。
    最後，依據研究結論提出建議，供作學校設施規劃設計、教育決策者政策制定及未來研究之參考。
    The purpose of this study was to explore the relationship between the quality of school facilities and educational outcomes. The quality of school facilities is measured using five elements, viz. comfortable classroom, facilities maintenance, IT equipment, multiple learning spaces, and architecture functions. The population of this study was 127 public senior high schools in Taiwan, and 74 schools in the population was stratified chosen as samples.
    Six major data components were used to complete this study. The first component is the quality of school facilities, the second component is the attitude of the teachers, and the third component is the attitude of the students. To obtain this information, 888 teachers were invited to complete the Assessment of School Facilities Quality and the Attitude of Teachers and Students Questionnaire, where 772 questionnaires were returned. The return rate was 86.94%. The fourth and the fifth components are the turnover rate of the teachers and demerit rate of the students of each school which were obtained from principle survey. The sixth component is the score rank from the General Scholastic Ability Test for each senior high school in Taiwan.
    A series of statistical methods such as descriptive statistics, Pearson product-moment correlation, ANOVA, multiple regression analysis, and structural equation model, were conducted to analyze the collected data. It is found that school facilities quality is related to educational outcomes. Students performed better in schools with good quality of school facilities.
    The conclusions of this study can be illustrated as followed:
    1. The averaged quality of school facilities is moderate-high level for public senior high schools in Taiwan; however the quality differences among schools do exist.
    2. School context variables, viz. school type, school objection, student sex, school size, and school density will all affect the quality of school facilities.
    3. Quality of school facilities is positively correlated to teacher organizational commitment, student learning attitude, and student academic achievement. Nonetheless, quality of school facilities is negatively correlated to student rule-violating behavior and teacher turnover rate, whereas the latter is not significant.
    4. In terms of student academic achievement, quality of school facilities has more significant influence on schools with students having lower academic performance than those with higher academic performance.
    5. Quality of school facilities directly affects teacher organizational commitment and student learning attitude. Meanwhile, quality of school facilities indirectly affects student academic achievement and student rule-violating behavior.
    In this study, relationships between quality of school facilities and several educational outcomes were examined. Some significant results were observed and suggestions on possible adjustments were made. Hopefully these results and suggestions can be useful to school planners and related government officials for future reference.
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    Description: 博士
    國立政治大學
    教育研究所
    G1152506
    99
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0091152506
    Data Type: thesis
    Appears in Collections:[Department of Education] Theses

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