學校與社區發展協會合作推動社區工作之研究

A Study of Promoting Social Work Under the Cooperation Between School And Community Development Association

本研究以台東縣某社區發展協會暨當地之國小分校為研究對象，嘗試找出學校參與社區發展的著力點與障礙，以行動研究為方法，採訪談、觀察、文件分析為本研究資料蒐集的主要方式。主要目的在探討國小與社區發展協會合作推動社區工作的過程，社區與學校夥伴關係工作小組的建立與運行模式，及影響學校教師對於參與社區發展工作滿意度的因素。依據研究目的與問題，本研究結論如下：一、當雙方合作時，學校與社區發展協會均能從中獲得發展的益處。二、影響學校與社區發展協會合作計畫的因素有：（一）合作計畫有無提供學校推動教育政策的經費；（二）學校教師可以投入的時間；（三）社區發展活動舉行的時間；（四）教育政策的制定；（五）合作計畫分工的公平性與執行力；（六）計畫內容是否能與教學活動結合；（七）合作機制的制度健全與否；（八）合作計畫時程的長短與內容的延續性。依據以上結論，本研究提出具體建議供學校、社區及政府單位參考，以為後續社區發展政策制定之依據。

The community development association and the branch of an Elementary School in Taidong County were taken as the research subjects. This research is to seek the common points between community development activities and education policies from governing educational institutes, to find out ther starting points where schools may participate in community development. Thus, the researchers take the approach of action research, and use the methods of interview, observation and document analysis as the primary ways to gather information.
The purposes are: (1) to explore the process that elementary school and community cooperate to push forward for community development, (2) to explore the establishment and functioning model of the partnership between community development association and school, and (3) to explore the satisfactory elements that affect school teachers who take part in community development.
In accordance with the purposes, the research conclusions are as follows: A. Both school and community development association deserve benefits
when community activities held by school and community association in cooperation.
B. The factors affect cooperation plan of school and community are:
1. weather there is funding in cooperation plan provided for the school to push forward education policies,
2. time that teacher can use for community’s activities,
3. schedule to hold community activities,
4. whether implementation of education policies supports the partnership,
5. fairness and execution ability in assignments of cooperation plan,
6. whether plan content can be combined with education activities,
7. whether the partnership mechanism in the system is solid,
8. length of cooperation plan schedule and continuation of the content.
In accordance with above-mentioned conclusions, the research presents substantial suggestions as the reference in following researches for the school, the community and the partner relation team between school and community