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論文名稱: 地方教育政策形成與推展之關係研究--以基隆市為例
8-141研究生: 鄭裕成 cheng yu cheng
指導教授: 陳木金 Andy Mu-Jin Chen
學位類別: 碩士
校院名稱: 國立台北師範學院
系所名稱: 教育政策與管理研究所
學號: 8989012
學年度: 92
語文別: 中文
論文頁數: 204
關鍵字: 教育政策 educational policies
地方教育政策 local educational policies
教育政策形成 the formation of educational policies
教育政策推展 the promotion of educational policies
[摘要]
地方教育政策形成與推展之關係研究 ─ 以基隆市為例
摘要
本研究旨在探討地方教育體系中「教育政策形成與推展現況」及「教育政策形成與推展之
關係」，進而了解教師與教育行政人員看法之差異，以供教育行政單位及政策執行人員參
考，並提供行政人員與教師對於教育政策形成與推展相互間之了解、建立互信之機制。
本研究採文獻分析法及問卷調查法為主，訪問調查為輔。研究工具包括「地方教育政策形
成調查問卷」與「地方教育政策推展調查問卷」兩種，問卷調查樣本共475人及訪談六位校
長、行政人員，所得資料經統計分析，並透過平均數、t考驗、變異數分析及積差相關分析
等方法，歸納成以下結論：
一、中小學教師及教育行政人員認為縣市教育政策議題源自中央教育行政機關的法令與要
求。
二、中小學教師及教育行政人員認為縣市教育方案的規劃能根據中央政府的政策，惟仍未
能符合民意的需求。
三、中小學教師及教育行政人員認為縣市教育政策合法化常受政治考量的影響。
四、中小學教師及教育行政人員認為地方教育政策推展的向度以政策推展的組織最重要。
五、中小學教師及教育行政人員認為地方教育政策推展的組織以教育局為主，而縣市特教
團體對地方教育政策推展的影響較其他利益團體稍弱。
六、大眾傳播媒體最能影響地方教育政策的推展，而中小學教師及教育行政人員普遍覺得
縣市教育局沒有充足的經費去推展地方教育政策。
七、縣市政府多能將地方教育政策之推展列入學校督考項目列管，但卻較少運用獎懲機制
貫徹執行地方教育政策。
八、不同背景變項之教師及教育行政人員在地方教育政策形成及地方教育政策推展上均有
顯著的差異存在。
九、教師及教育行政人員在地方教育政策形成與推展之間有顯著正相關存在；教師及教育
行政人員在地方教育政策形成及其各項度得分較高者，其地方教育政策推展的得分也較高
。
十、教師及教育行政人員之地方教育政策形成看法對於地方教育政策推展結果具有預測作
用。
根據上述發現與結論提出下列建議：
一、 對教育行政機關的建議：
(一) 落實教育經費編列辦法，合法編足法定預算，增加地方教育經費及縣市政府教育局人
員編制。
(二) 地方教育政策議題之選定，除參照中央教育行政機關的法令與要求外，宜依地方特色
及民意的需求妥為規劃。
(三) 教育行政機關應主動將教育政策之規劃內容詳實告知媒體，以利用媒體正確報導，爭
取民眾支持。更應重視媒體的反應，適時檢討修正，使政策能順利制定推展。
(四) 適度運用獎懲機制以貫徹執行地方教育政策。
二、 對未來相關研究之建議
(一) 再擴大研究調查地區及研究對象。
(二) 可再增加質的研究、蒐集更深入的資料，兼容質量研究典範，以補問卷調查之不足。
關鍵詞：教育政策、地方教育政策、教育政策形成、教育政策推展
[摘要]
A study of the relationship between the formation and promotion of local
educational policies－take Keelung city for example
Abstract
The research was to explore the recent situation and the relationship between
the formation and the promotion of the educational policies in local education
system, to understand the different points of view among the teachers and the
educational adminstrators, hoping to offer some references for the educational
administration units and the executives of the policies, to provide educational
administrators and teachers with mutual understanding about the formation and
the promotion of the educational policies to establish the mutual confidence
mechanism.
The researcher adopted documentary analyses and questionnaire survey as the
major research methods and interview as the minor method. The research
instruments include “the questionnaire on the formation of local educational
policies” and “the questionnaire on the promotion of local educational
policies.” 475 people were sampled in this study. The researcher also
interviewed 6 principals and educational administrators. Data obtained in this
research was analyzed through mean, T-test, ANOVA, Pearson’s product-moment
correlation test. The researcher drew conclusions as follows:
1. Teachers and educational administrators in elementary and junior high
schools regard the subjects of the county and city educational policies as the
laws and requests from central educational administrations
2. Teachers and educational administrators in elementary and junior high
schools think the plans of county and city education proposals are based on
the policies of central government but can’t correspond with people’s needs.
3. Teachers and educational administrators in elementary and junior high
schools think the legalization of county and city educational policies is
often influenced by political consideration.
4. Teachers and educational administrators in elementary and junior high
schools think the organization of policies promotion is the most important
dimension of local educational policies’ promotion.
5. Teachers and educational administrators in elementary and junior high
schools think the bureau of education is the main organization for the
promotion of local educational policies while the special education groups
still have less effect upon the promotion of local educational policies.
6. The mass media extremely affects the promotion of local educational
policies. Teachers and educational administrators in elementary and junior
high schools generally think the county and city bureau of education doesn’t
have enough funds to promote local educational policies.
7. Generally speaking, the County and city government has included the
promotion of local education policies in the school supervision and examination
items.
8. As for the formation and promotion of local educational policies, there are
significant differences among teachers and educational administrators who have
different backgrounds.
9. For the formation and promotion of local educational policies, teachers and
educational administrators are significantly positively related. The higher
grades teachers and educational administrators get in “the questionnaire on,
” the higher grades they would get in “the questionnaire on the promotion of
local educational policies.”
10. Teachers and educational administrators’ points of view toward the
formation of local educational policies predict the results of the promotion
of local educational policies.
According to the findings and conclusions above, the following suggestions are
proposed:
1. Suggestions to educational administrations
(1) To implement the manner of educational budgeting, to allocate enough
budget legally, and to increase the local educational budget and the personnel
organization of county and city bureau of education.
(2) Besides referred to the laws and requests from central educational
administrations, subjects of the local educational policies should be chosen
and planned carefully according to the local specialties and public opinions.
(3) Educational administrators should voluntarily tell the media the planning
of educational policies by detail accurately to enhance the accurate report
from the media and to strive for people’s support. Educational administrators
ought to be pay much attention to the reactions of the media and amend the
policies timely to make the policies
(4) To use the sanction mechanism properly to carry out the local educational
policies.
2. Suggestions to future related researches
(1) To expand further the investigation areas and research objects.
(2) To increase qualitative researches, collect materials thoroughly, and then
construct a paradigm which emphasizes qualitative and quantitative and
quantitative methods equally to supplement the investigation of the
questionnaires.
Key Words: educational policies, local educational policies, the formation of
educational policies, the promotion of educational policies