教育行政領域應用紮根理論研究方法之分析   全文下載

A Synthesis of the Use of Grounded Theory on Studies of Educational Administration

本文旨在分析國內近二十年教育行政領域相關研究中，運用紮根理論研究方法的概況，及其研究結果不同於其他質性研究方法之處。基於此，採取後設綜合分析研究方法，透過檢索國家圖書館的「臺灣期刊論文索引系統」和「臺灣博碩士論文系統」資料庫，分別以「紮根理論」作為摘要關鍵字搜尋，並根據資料編碼方式、分析過程、分析結果等內容分析13 篇學術論文。研究結果發現，目前教育行政領域中:1.高層次編碼可協助教育行政領域相關研究建立理論雛形，但非必要條件；2.善用概念圖或理論模式有助於在教育行政研究場域中，豐富描繪關係架構背後之複雜脈絡；3.囿於分析工具侷限，教育行政領域相關成果較少朝建構理論方向發展；4.宣稱運用紮根理論之教育行政領域論文之分析架構仍受文獻理論框架限制。最後，本文根據研究結果，提出未來教育行政領域研究者，可運用紮根理論進行研究的議題方向，以及進行資料分析時可參考的方法。

The study aims to analyze internal theses with grounded theory in educational administration research for two decades about the status and different research results from other qualitative oriented research. Qualitative synthesis is used to investigate how educational administration researchers conduct related researches, and what are the characteristics differed from general qualitative research. By retrieving the databases of National Central Library, 13 theses with keywords "grounded theory" in the abstract are been analyzed. The present study reveals the following results: First, a few theses used coding with high level, just like axial and selective coding but not necessary. Secondly, theses represented graphs of concepts or models of theory can display the complex context about the framework of relationship. Thirdly, limited by analytical tool, few research results are made towards theory-constructing. Finally, analytical framework of those theses declared that were used by grounded theory method were influenced by previous theoretical framework. According to the research results mentioned above, the study proposes feasible suggestions for finding research issues or problems with the framework of grounded theory or with the methods of analyzing the data.