我國偏遠地區公立國民中小學建置學校績效獎金計畫之研究

Abstract

偏遠地區學生學業成就不佳，是長久以來存在的問題，即使中央或地方教育主管機關，藉由經費的投入，欲改善偏遠地區的教育環境，卻未曾以績效考核的方式，做為發放補助的標準，為使偏遠地區的教育，能獲得有效的改善，本研究引進團體式的學校績效獎金，希冀能以誘因，做為引起教師提升學生學業成就的動力。 有鑑於此，本研究以焦點團體訪談法與個別訪談法做為基礎，設計《偏遠地區公立國民中小學學校績效獎金實施計畫》，而本計畫特點如下： 一、計畫適用對象不僅限於校內教師。 二、參與以自願為主，並以適當的誘因，吸引教師投入。 三、學科績效評量為主，非學科績效評量為輔。 四、以平衡計分卡做為計算獎金所得之依據。 五、獎金的分配，除個人所得之外，更注重學校整體發展所需。 六、除以獎金做為鼓勵教師的誘因外，亦重視精神層面的激勵。 另外，在強調循序漸進及公平原則的情況之下，本計畫應長期且常態地實施，並且在穩定師資結構的情況等措施配合下，方能使計畫發揮效用。最後本研究針對上述之內容，對教育主管機關、學校與教師提出相關建議。The students’ poor performance of their schoolwork has been an existed problem in remote district school. However, few investigations discuss the criterion of performance appraisal was still neglected by the government when it was intended to improve the education environments in remote districts. This study investigates the group-based performance award as an incentive for the promotion of student’s better schoolwork outcome. The researcher develops a plan of school-based performance award for remote districts through focus group interview and individual interview. This plan has several features: first, this performance-awarded framework is not exclusively for teachers only. Second, this award is voluntary and provides incentives for teachers to participate. Third, this plan is schoolwork-centered. Fourth, balanced scorecard has been adopted as the measurement of award calculation. Fifth, awards can both include enhancement of school’s holistic development and teachers’ individual bonus. Sixth, non-material encouragement is provided as well to stimulate teachers’ motivation in promoting students’ schoolwork performance. Nevertheless, the guideline of this award plan should be incremental and equal. A steady structural of teachers in school is also indispensible to make this plan more effective.