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題名 團體式教育決策參與之研究
作者 王政彥
貢獻者 吳靜吉<br>吳清基
王政彥
日期 1991
上傳時間 2016-05-11
摘要 基於體認教育決策的重要性、權衡決策參與的必需性、探究團體決策的複雜性等動機，本研究的目的在於：（一）探討教育決策的實際運作；（二）了解影響決策參與結果的相關因素；（三）分析團體決策的運作過程及其團體動力學的理論與實務上，有所發現與建議。
     本研究以實驗法為主，輔以問卷調查法及訪問法。研究對象係隨機抽取台灣地區的教育行政學者、教育行政實務工作者，以及中小學的學校行政人員。在調查階段，其樣本有效人數為138人；在實驗階段，樣本為504人；在訪問階段，樣本為18人，其中包括15位實驗階段的樣本。因此，總計本研究的樣本為645人。
     在研究工具上，編訂了「教育決策認知能力量表」、「參動機量表」，以及「教育決策問題」；修訂了「自我設限行為量表」、「意見一致性量表」，以及「整體滿足者問卷」。在統計分析上，採用積差相關、次數分配、項目分析、因素分析、T考驗、變異數分析與共變數分析等方法。其中在實驗部分，係先個別分析團體決策投入因素與團體技術在各決策結果變項上的交互作用。
     在研究發現上，茲依不同的階段敘述之：
     一、調查階段
     （一）目前教育決策的團體人數以6-14人居多，其次為15-23人。
     （二）目前教育決策所使用的團體技術以互動團體技術最普遍，其次是以主席為中心的技術，再其次是以名義團體技術。德懷術則甚少使用。
     （三）目前教育決策團體的領導方式以民主式最常見，其次是權威式，放任式則甚為少見。
     二、實驗階段
     （一）個別因素的分析
     1.個人因素
     (1)個人的參與動機愈高，自我設限行為愈少；(2)個人的教育決策認知能力愈高，意見一致性愈高；參與動機愈高，意見一致性愈高。
     2.團體大小
     小、中、大團體三者在決策結果的各變項差異甚微，只有在決策效果上，有中團體>大團體>小團體的傾向。
     3.工作性質
     (1)在不確定性工作上，決策效果較高；(2)在確定性工作上，意見一致性較高。
     4.團體技術
     (1)德懷術的決策效果優於互動團體技術及名義團體技術；(2)名義團體技術的自我設限行為高於德懷術；(3)互動團體技術的成員滿足感高於名義團體技術及德懷術。
     （二）交互作用的分析
     1.在團體決策結果的變項上
     (1)決策效果
     ○1考慮二個因素時
     A.教育決策認知能力與工作性質有顯著的交互作用，個人教育決策認知能力的高低與不同工作性質的組合，在決策效果上有不同的表現。
     B.參與動機與團體技術有顯著的交互作用，個人參與動機的高低與不同團體技術的組合，在決策效果上有不同的表現。
     C.團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在決策效果上有不同的表現。
     D.團體大小與團體技術有顯著的交互作用，不同的團體大小與不同團體技術的組合，在決策效果上有不同的表現。
     E.工作性質與團體技術有顯著的交互作用，不同的工作性質與不同團體技術的組合，在決策效果上有不同的表現。
     ○2考慮三個因素時
     教育決策認知能力、參與動機與團體技術有顯著的交互作用，個人教育決策認知能力及參與動機的高低，與不同團體技術的組合，在決策效果上有不同的表現。
     ○3考慮四個因素時
     教育決策認知能力、參與動機、團體大小與團體技術有顯著的交互作用，個人教育決策認知能力及參與動機的高低，不同的團體大小的與不同團體技術的組合，在決策效果上有不同的表現。
     (2)社會閒散
     ○1以過程流失為指標時
     除名義團體技術的使用未發現過程流失外，其餘在個人不同的教育決策認知能力及參與動機、不同的團體大小，以及互動團體技術、德懷術上，都有過程流失現象。
     ○2以自我設限行為為指標時
     名義團體技術的自我設限行為高於德懷術。
     (3)意見一致性
     團體大小與團體技術有顯著的交互作用，不同的團體大小與不同團體技術的組合，在意見一致性上有高低的差異。
     (4)成員滿足感
     ○1考慮兩個因素時
     A.團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在成員滿足感上有高低的差異。
     B.團體大小與團體技術有顯著的交互作用，不同的團體大小與不同工作性質的組合，在成員滿足感上有高低的差異。
     ○2考慮四個因素時
     教育決策認知能力、團體大小、工作性質與團體技術有顯著的交互作用，個人教育決策認知能力的高低、不同的團體大小、不同的工作性質與不同團體技術的組合，在成員滿足感上有高低的差。
     2.在最佳決策上
     (1)考慮兩個因素時
     ○1成員條件與團體技術有顯著的交互作用，成員條件的高低與不同團體技術的組合，在最佳決策上有不同的表現。
     ○2團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在最佳決策上有不同的表現。
     ○3團體大小與團體技術有顯著的交互作用，不同的團體大小與不同工作性質的組合，在最佳決策上有不同的表現。
     (2)考慮三個因素時
     團體大小、工作性質與團體技術有顯著的交互作用，不同的工作性質與不同團體技術的組合，在最佳決策上有不同的表現。
     三、訪問階段
     不論對實驗階段的樣本或三位教育行政主管的訪問，基本上都提供了可資本研究發現比較參照的寶貴資料。
     根據研究發現，本研究提出以下的建議：（一）在實務方面：1.肯定決策參與的功能；2.兼顧不同的因素與條件，組成最佳的團體決策參與模式；3.避免社會閒散的負面影響；4.發展團體決策電腦化，應用團體決策支援系統；5.加強對教育決策及其參與的研究，以評鑑決策過程及政策形成的優劣。（二）在研究方面：1.在研究方法上：(1)運用個案研究法；(2)簡化實驗法；2.在研究對象上：(1)增加樣本的異質性；(2)徵詢樣本參與的意願；(3)檢視團體迷思、去個人化及團體極化等負面效果；(4)探索領導型式對團體決策的影響；4.在統計分析上：(1)將全部變項化為二分變項，利用洛基對數線性模式來分析因果關係；(2)當變項屬等距量尺或比率量尺，可利用路徑分析或線性結構關係等方法分析因果關係。
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描述 博士
國立政治大學
教育學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#G91NCCV7332012
資料類型 thesis
dc.contributor.advisor 吳靜吉<br>吳清基zh_TW
dc.contributor.author (Authors) 王政彥zh_TW
dc.creator (作者) 王政彥zh_TW
dc.date (日期) 1991en_US
dc.date.accessioned 2016-05-11-
dc.date.available 2016-05-11-
dc.date.issued (上傳時間) 2016-05-11-
dc.identifier (Other Identifiers) G91NCCV7332012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/96456-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description.abstract (摘要) 基於體認教育決策的重要性、權衡決策參與的必需性、探究團體決策的複雜性等動機，本研究的目的在於：（一）探討教育決策的實際運作；（二）了解影響決策參與結果的相關因素；（三）分析團體決策的運作過程及其團體動力學的理論與實務上，有所發現與建議。
     本研究以實驗法為主，輔以問卷調查法及訪問法。研究對象係隨機抽取台灣地區的教育行政學者、教育行政實務工作者，以及中小學的學校行政人員。在調查階段，其樣本有效人數為138人；在實驗階段，樣本為504人；在訪問階段，樣本為18人，其中包括15位實驗階段的樣本。因此，總計本研究的樣本為645人。
     在研究工具上，編訂了「教育決策認知能力量表」、「參動機量表」，以及「教育決策問題」；修訂了「自我設限行為量表」、「意見一致性量表」，以及「整體滿足者問卷」。在統計分析上，採用積差相關、次數分配、項目分析、因素分析、T考驗、變異數分析與共變數分析等方法。其中在實驗部分，係先個別分析團體決策投入因素與團體技術在各決策結果變項上的交互作用。
     在研究發現上，茲依不同的階段敘述之：
     一、調查階段
     （一）目前教育決策的團體人數以6-14人居多，其次為15-23人。
     （二）目前教育決策所使用的團體技術以互動團體技術最普遍，其次是以主席為中心的技術，再其次是以名義團體技術。德懷術則甚少使用。
     （三）目前教育決策團體的領導方式以民主式最常見，其次是權威式，放任式則甚為少見。
     二、實驗階段
     （一）個別因素的分析
     1.個人因素
     (1)個人的參與動機愈高，自我設限行為愈少；(2)個人的教育決策認知能力愈高，意見一致性愈高；參與動機愈高，意見一致性愈高。
     2.團體大小
     小、中、大團體三者在決策結果的各變項差異甚微，只有在決策效果上，有中團體>大團體>小團體的傾向。
     3.工作性質
     (1)在不確定性工作上，決策效果較高；(2)在確定性工作上，意見一致性較高。
     4.團體技術
     (1)德懷術的決策效果優於互動團體技術及名義團體技術；(2)名義團體技術的自我設限行為高於德懷術；(3)互動團體技術的成員滿足感高於名義團體技術及德懷術。
     （二）交互作用的分析
     1.在團體決策結果的變項上
     (1)決策效果
     ○1考慮二個因素時
     A.教育決策認知能力與工作性質有顯著的交互作用，個人教育決策認知能力的高低與不同工作性質的組合，在決策效果上有不同的表現。
     B.參與動機與團體技術有顯著的交互作用，個人參與動機的高低與不同團體技術的組合，在決策效果上有不同的表現。
     C.團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在決策效果上有不同的表現。
     D.團體大小與團體技術有顯著的交互作用，不同的團體大小與不同團體技術的組合，在決策效果上有不同的表現。
     E.工作性質與團體技術有顯著的交互作用，不同的工作性質與不同團體技術的組合，在決策效果上有不同的表現。
     ○2考慮三個因素時
     教育決策認知能力、參與動機與團體技術有顯著的交互作用，個人教育決策認知能力及參與動機的高低，與不同團體技術的組合，在決策效果上有不同的表現。
     ○3考慮四個因素時
     教育決策認知能力、參與動機、團體大小與團體技術有顯著的交互作用，個人教育決策認知能力及參與動機的高低，不同的團體大小的與不同團體技術的組合，在決策效果上有不同的表現。
     (2)社會閒散
     ○1以過程流失為指標時
     除名義團體技術的使用未發現過程流失外，其餘在個人不同的教育決策認知能力及參與動機、不同的團體大小，以及互動團體技術、德懷術上，都有過程流失現象。
     ○2以自我設限行為為指標時
     名義團體技術的自我設限行為高於德懷術。
     (3)意見一致性
     團體大小與團體技術有顯著的交互作用，不同的團體大小與不同團體技術的組合，在意見一致性上有高低的差異。
     (4)成員滿足感
     ○1考慮兩個因素時
     A.團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在成員滿足感上有高低的差異。
     B.團體大小與團體技術有顯著的交互作用，不同的團體大小與不同工作性質的組合，在成員滿足感上有高低的差異。
     ○2考慮四個因素時
     教育決策認知能力、團體大小、工作性質與團體技術有顯著的交互作用，個人教育決策認知能力的高低、不同的團體大小、不同的工作性質與不同團體技術的組合，在成員滿足感上有高低的差。
     2.在最佳決策上
     (1)考慮兩個因素時
     ○1成員條件與團體技術有顯著的交互作用，成員條件的高低與不同團體技術的組合，在最佳決策上有不同的表現。
     ○2團體大小與工作性質有顯著的交互作用，不同的團體大小與不同工作性質的組合，在最佳決策上有不同的表現。
     ○3團體大小與團體技術有顯著的交互作用，不同的團體大小與不同工作性質的組合，在最佳決策上有不同的表現。
     (2)考慮三個因素時
     團體大小、工作性質與團體技術有顯著的交互作用，不同的工作性質與不同團體技術的組合，在最佳決策上有不同的表現。
     三、訪問階段
     不論對實驗階段的樣本或三位教育行政主管的訪問，基本上都提供了可資本研究發現比較參照的寶貴資料。
     根據研究發現，本研究提出以下的建議：（一）在實務方面：1.肯定決策參與的功能；2.兼顧不同的因素與條件，組成最佳的團體決策參與模式；3.避免社會閒散的負面影響；4.發展團體決策電腦化，應用團體決策支援系統；5.加強對教育決策及其參與的研究，以評鑑決策過程及政策形成的優劣。（二）在研究方面：1.在研究方法上：(1)運用個案研究法；(2)簡化實驗法；2.在研究對象上：(1)增加樣本的異質性；(2)徵詢樣本參與的意願；(3)檢視團體迷思、去個人化及團體極化等負面效果；(4)探索領導型式對團體決策的影響；4.在統計分析上：(1)將全部變項化為二分變項，利用洛基對數線性模式來分析因果關係；(2)當變項屬等距量尺或比率量尺，可利用路徑分析或線性結構關係等方法分析因果關係。		zh_TW
dc.description.tableofcontents 第一章緒論..........1
     第一節研究動機與目的..........1
     壹、研究動機..........1
     貳、研究目的..........10
     第二節研究範圍與名詞界定..........11
     壹、研究範圍..........11
     貳、名詞界定..........12
     第三節研究問題..........16
     壹、在團體決策的投入因素與產出因素方面..........16
     貳、在團體決策的過程因素與產出因素方面..........17
     參、在團體決策的投入因素、過程因素與產出因素方面..........17
     第四節研究假設..........18
     壹、在個人因素與團體決策結果方面..........18
     貳、在團體大小與團體決策結果方面..........18
     參、在工作性質與團體決策結果方面..........19
     肆、在團體技術與團體決策結果方面..........19
     伍、團體決策的投入因素與團體技術在團體決策結果的交互作用方面..........20
     陸、在團體決策的投入因素、團體技術與最佳決策的關係方面..........20
     第五節限制..........21
     壹、實驗控制的限制..........21
     貳、結果推論的限制..........21
     第二章文獻探討..........23
     第一節教育決策參與的性質與運作..........23
     壹、教育決策的意義..........23
     貳、教育決策的理論..........29
     參、教育決策的過程..........39
     肆、決策參與的意義..........44
     伍、決策參與的考量..........51
     陸、教育決策參與的運作..........63
     柒、本節小結..........72
     第二節團體決策的性質與運作..........74
     壹、團體決策的意義..........74
     貳、團體決策的過程..........84
     參、團體決策的社會系統分析..........89
     肆、團體決策的陷阱..........101
     伍、本節小結..........138
     第三節團體決的投入因素與產出因素..........140
     壹、個人因素與團體決策的結果..........140
     貳、團體大小與團體決策的結果..........146
     參、工作性質與團體決策的結果..........159
     肆、本節小結..........169
     第四節團體決策的技術與決策的結果..........170
     壹、團體技術種類..........170
     貳、互動團體技術、名義團體技術與德懷術在團體決策產出的比較..........183
     參、本節小結..........193
     第五節團體決策的整體分析..........195
     壹、團體決策的投入因素與團體技術的關係..........195
     貳、團體決策的投入因素、團體技術與團體決策結果的關係..........198
     參、本節小結..........202
     第三章研究設計與實施..........203
     第一節研究概念架構..........203
     壹、投入因素..........203
     貳、過程因素..........203
     參、產出因素..........203
     第二節研究方法..........205
     壹、調查法..........205
     貳、實驗法..........206
     參、訪問法..........207
     第三節研究對象..........208
     壹、調查法..........208
     貳、實驗法..........210
     參、訪問法..........212
     第四節研究工具..........214
     壹、教育決策問題..........214
     貳、個人因素的評量..........214
     參、決策效果的評量..........215
     肆、社會閒散的評量..........216
     伍、意見一致性的評量..........223
     陸、滿足感的評量..........228
     第五節研究實施..........234
     壹、調查法..........234
     貳、實驗法..........234
     參、訪問法238
     第六節資料處理..........239
     壹、調查法..........239
     貳、實驗法..........239
     參、訪問法..........240
     第四章研究結果..........241
     第一節問卷調查結果與描述性分析..........241
     壹、團體人數的多寡..........241
     貳、團體技術的使用..........246
     參、團體領導方式的使用..........250
     肆、開放題目的綜合分析..........253
     伍、本節小結..........254
     第二節團體決策的投入因素與決策結果的關係..........255
     壹、個人因素與團體決策的效果..........255
     貳、團體大小與團體決策的效果..........265
     參、工作性質與團體決策的效果..........272
     肆、本節小結
     第三節團體技術與決策結果的關係..........279
     壹、互動團體技術、名義團體技術與德懷術在團體決策效果優劣的比較..........279
     貳、互動團體技術、名義團體技術與德懷術在團體決策社會閒散大小的比較..........282
     參、互動團體技術、名義團體技術與德懷術在團體決策意見一致性強弱的比較..........285
     肆、互動團體技術、名義團體技術與德懷術在團體成員滿足感高低的比較..........287
     伍、本節小結..........289
     第四節團體決策的投入因素與團體技術在決策結果的關係..........291
     壹、個人因素、團體大小、工作性質與團體技術在團體決策效果的關係..........291
     貳、個人因素、團體大小、工作性質與團體技術在團體決策社會閒散的關係..........316
     參、個人因素、團體大小、工作性質與團體技術在團體決策意見一致性的關係..........318
     肆、個人因素、團體大小、工作性質與團體技術在團體成員滿足感的關係..........322
     伍、本節小結..........337
     第五節團體決策的投入因素與團體技術在最佳決策上的關係..........338
     壹、團體決策的投入因素與團體技術在最佳決策上二因子交互作用的單純主要效果考驗..........340
     貳、團體決策的投入因素與團體技術在最佳決策上三因子交互作用的單純單純主要效果考驗..........345
     參、本節小結..........350
     第五章結果討論..........351
     第一節團體決策的投入因素與決策結果的關係..........351
     壹、個人因素與團體決策的結果..........351
     貳、團體大小與團體決策的結果..........357
     參、工作性質與團體決策的結果..........361
     肆、本節小結..........364
     第二節團體技術與決策結果的關係..........366
     第三節團體決策的投入因素與團體技術在決策結果的關係..........372
     第四節團體決策的投入因素、團體技術與最佳決策的關係..........381
     第五節訪問階段所得資料的綜合分析..........385
     壹、研究樣本的訪問結果..........385
     貳、教育行政主管的訪問結果..........386
     參、本節小結..........388
     第六節結論與建議..........389
     第一節結論..........389
     壹、在教育決策的參與上..........389
     貳、在團體決策的投入因素上..........390
     參、在團體決策的技術上..........390
     肆、在團體決策的結果變項上..........391
     伍、在最佳決策上..........393
     陸、本節小結..........393
     第二節建議..........394
     壹、在實務方面..........394
     貳、在研究方面..........399
     參、本節小結..........402
     參考資料..........403		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G91NCCV7332012en_US
dc.title (題名) 團體式教育決策參與之研究zh_TW
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 參考資料
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