[[alternative]]How the educators in Taipei county elementary and secondary schools develop effectively perceived learning environments for their students

[[abstract]]Summary The main purpose of this study was to figure out the current situation how the educators in Taipei county elementary and secondary schools develop effectively perceived learning environments for their students. Basing on the result of this research, conclusion and suggestions will be submitted. The major instrument, a questionnaire “how the educators in Taipei county elementary and secondary schools develop effectively perceived learning environments for their students” was designed to achieve above-mentioned purpose to gather related data and information. The researcher intends to restrict the targets within the range of present principals, directors, group leaders, and subject teachers. After the data have been carefully studied by using statistical methods of factor analysis, reliability analysis, descriptive statistics, t test, variance analysis, hierarchical comparison etc. The main discoveries are as follows: 1) Background introduction: · Learning in a perceived learning school is to be created actively, not to be adjusted passively. · The organization of a perceived learning school can be used in different types of schools. · The pre-determined differences in developing a perceived learning school exist between elementary and secondary schools. · The different ecology between elementary and secondary schools contributes to make differences in the conditions of developing a perceived learning school. · Principals’ beliefs and ability are the main factors to develop effectively a perceived learning school. 2) Conclusion: · The effect of Taipei county elementary and secondary schools’ developing a perceived learning school is good. · The Different age, seniority, degree, and position contribute to make significant differences in the effects of developing perceived learning schools. · Different types and sizes of schools also contribute to make significant differences in the effects of developing perceived learning schools. The effect of the school size under 35 classes is better. Suggestions 1) To administrative authority: 1. Break the rigid hierarchical structure to implement school-based management. 2. Implement the policy of reducing class size to develop a school of learning organization. 3. Conduct educational training regularly to improve effect. 2) To schools: 1. Adopt work the round system of school administrative mission to build shared vision. 2. The leadership should replace profession into authority in order to create a democratic participating environment with a mutual respect school culture. 3. Strengthen the training of thinking systematically in order to increase the learning effect in schools. 4. Build a learning community as goal of schools’ development. 3) To elementary and secondary educators: 1. Cultivate a team-working spirit: To accommodate different opinions, to build a mutual relationship with outside world, and to promote the efficiency of teaching and classroom management. 2. Cultivate a lifetime self-study spirit: To participate actively administrative missions, to establish learning growing up organization, and to enhance professional knowledge.