The Construction of Administrative Competence Indicators for Administrative Teachers in Junior High Schools and Their Empirical Analysis

[[abstract]] 本研究旨在建構國民中學兼任行政教師行政專業能力指標，並針對建構指標進行相對權重分析與實證調查，以探討指標之相對重要性與國內公立學校兼任行政教師具備行政專業能力之現況。首先，本研究藉由國內外相關文獻歸納彙整，完成兼任行政教師行政專業能力指標雛形；接著，透過二次德懷術學者專家意見徵詢，輔以預試問卷施測並利用Amos20統計工具進行信度、效度分析，確立兼任行政教師行政專業能力指標架構；其次，採用層級分析法，依據指標架構建立指標之相對權重問卷，並請學者專家進行權重體系之評定，並利用Expert Choice 2000統計軟體進行分析；再者，依據指標架構建立能力調查問卷，從臺灣地區725所公立國民中學中，分層隨機抽樣79所共865位兼任主任、組長教師進行施測，共回收問卷753份，有效問卷計715份，問卷回收率87.1%，有效率82.7%，並以SPSS22統計軟體進行描述統計、t檢定與單因子變異數分析；最後，針對權重體系與實證研究結果，進行個別與相互間之討論，提出結論與建議。 本研究主要結論如下： 一、確立國民中學兼任行政教師行政專業能力指標架構，為行政歷程、經營管理與行政倫理三個層面、十三個向度與四十九個細目。 二、兼任行政教師行政專業能力指標權重，三個層面中以經營管理最重要；行政歷程層面中以領導向度最重要、經營管理層面中以品質管理向度最重要、行政倫理層面中以關懷倫理向度最重要；四十九個細目中有十三個相對權重最高的關鍵行政專業能力細目。 三、兼任行政教師行政專業能力在性別、擔任行政年資、職務別、學校班級數、學校所在區域與學校所在地等變項上，呈現顯著差異。 四、學者專家評家評定最重要的層面、向度或細目，與兼任行政教師行政專業能力具備程度間並非完全一致。 最後，本研究根據研究結果，針對教育行政機關、國民中學校長、兼任行政教師與後續研究提出具體建議。[[abstract]]The purpose of this study is to construct the administrative competence indicators for administrative teachers in junior high schools, and to do relative weight analysis and empirical analysis. Firstly, through the domestic and foreign literature, the preliminary indicator frame was established. Secondly, to finalize the indicator construction by means of performing Delphi technique twice, as well as pre-questionnaire reliability and validity analysis with Amos 20. Thirdly, based on AHP, the experts assessed the weights of the indicators and data were analyzed with Expert Choice 2000. Furthermore, for the empirical study questionnaire, 865 administrative teachers was sampled, stratifying randomly from 725 public junior high schools Taiwan, and data were analyzed by means of descriptive statistics, t-test and one-way ANOVA with SPSS 22. Finally, by analyzing the data gathered from indicator weight and empirical study, came results and recommendations. The results are as follows: 1. The construction of administrative competence indicators for administrative teachers includes 3 dimensions, 13 categories and 49 items. 2. The most important dimension is management. The most important categories respectively upon dimension are leading, quality management and caring ethic. Furthermore, 13 items were assessed as the most important. 3. There are significant differences in the administrative competence of administrative teachers from the variables of gender, tenure, post, school classes, school area, and school location. 4. The most important dimension, categories or items assessed by experts, is not completely consistent with the superior administrative competence of administrative teachers. Based upon the finding, this study provided recommendations to educational bureaucracy, junior high school principals, administrative teachers and further study.[[note]]博