| 摘要: | 本研究旨在瞭解網路社群服務與願景管理在嘉義地區幼兒園實施相關之研究，比較不同背景的變項之差異情形，並探討兩者之間的關係，且依研究結果提出建議。 本研究採用「幼兒園網路社群服務量表」與「幼兒園願景管理量表」作為研究工具於網路社群服務與願景管理對研究對象進行施測，得到資料採量化處理，再進行統計分析，探討網路社群服務與願景管理施測之現況，以及不同變項網路社群服務與願景管理之差異相關情形網路社群服務與願景管理前後施測差異之情形，並瞭解網路社群服務與願景管理施測相關之情形。研究主要發現如下：一、園長運用網路社群服務現況分析：(一)嘉義地區幼兒園成員在幼兒園網路社群服務整體表現與各向度之得分方面，皆能達到中上至良好程度。二、園長運用網路社群服務現況分析：(一)嘉義地區幼兒園成員在幼兒園願景管理整體表現與各向度之得分方面，絕大部分能達到中上至良好程度。三、探討不同背景變項對幼兒園網路社群服務的差異情形發現：(一)在不同現任職務、服務年資、規模以及地區方面：在整體表現上均未達顯著差異。四、探討不同背景變項對幼兒園願景管理的差異情形發現：(一)在不同現任職務、服務年資、規模以及地區方面：在整體表現上均未達顯著差異。五、探討幼兒園網路社群服務與願景管理之相關情形發現： 嘉義地區幼兒園在「幼兒園網路社群服務」與「幼兒園願景管理」間都呈現顯著正相關。即幼兒園網路社群服務及各向度得分較高者，其幼兒園願景管理總量表的得分也較高。六、探討幼兒園網路社群服務對願景管理之預測分析發現一、幼兒園網路社群服務的各項分度中，依序以共創價值、願景形象、互動分享、人際關係對整體願景管理最具預測力。二、幼兒園網路社群服務的各項分度中，依序以共創價值、互動分享對理念認知最具預測力。三、幼兒園網路社群服務的各項分度中，依序以共創價值、互動分享對價值認同最具預測力。四、幼兒園網路社群服務的各項分度中，依序以共創價值對實踐執行最具預測力。
This study aims to understand the vision of the Internet community services and management in the Chiayi area related to the status of the implementation of the kindergarten, differences situation variables of different backgrounds, and to explore the relationship between the Internet community service and vision of management between, recommendations by the findings. In this study, ＂Kindergarten Community community service Scale＂ and ＂Kindergarten Vision Management Scale＂ as a research tool, research data mining quantization process, further statistical analysis, discussion on the status of the Internet community services and facilities management vision of the test, as well as before and after differences variables online community services and management of the relevant circumstances vision of community service and network management vision Surveying differences case, and understand the Internet community service and Vision Management Surveying the relevant circumstances. The main research findings are as follows:A. The principal use of the Internet community service situation analysis:1.Chiayi area Kindergarten members in kindergarten online community service and the overall performance of each dimension (interactive shared vision image, relationships and create value) of the scoring, able to reach the upper to a good extent.B. Kindergarten Vision Management Situation analysis:1.Chiayi area Kindergarten members in kindergarten with the vision of the overall performance management dimension (philosophy cognition, value identity, practical execution) of the scoring, the vast majority can reach up to a good extent.C. To study the differences in background variables for the case of nursery online community service discovery:1.Current position in different years of service, size and regional aspects: the overall performance did not reach significant difference.D. To study the differences in background variables for the case of nursery management vision found:1.Current position in different years of service, size and regional aspects: the overall performance did not reach significant difference.E. Discussion Kindergarten Internet community-related services and case management vision of the discovery:1.Chiayi area between kindergarten ＂Kindergarten Community community service＂ and ＂Kindergarten Vision Management＂ have shown a significant positive correlation.F. Discussion Kindergarten Internet community service for forecasting vision of management analysis1.Kindergarten Internet community service for each dimension of the overall management vision, sequentially to create value and vision image, interactive sharing, relationship management on the overall vision of the most predictive power.2.Kindergarten Internet community service for each dimension of the concept of cognition, sequentially to create value and share of the interactive concept of cognition most predictive power.3.Kindergarten Internet community service for each dimension of recognition of the value sequentially to create value, recognition of the value of the most interactive sharing of predictive power.4.Kindergarten Internet community service for each dimension of the practice performed in sequence in order to create value and perform the most predictive power of practice. |
