Construction of Indicators of the Self-evaluation Capacity Building through Focused Group for Technical High Schools in Taiwan

Abstract

Abstract-Evaluation is a beneficial means to maintain and enhance the quality of school management. Currently, the evaluation of technical high schools in Taiwan has been in the third stage. In order to encourage spontaneity and autonomous management of schools, self-evaluation should be actively planned and conducted. Yet, it is lack of appropriate indicators to assess self-evaluation capacity building for technical high schools in Taiwan. The evaluation capacity building (ECB) is a significant trend in the development of evaluation and it can be the important theoretical basis of self-evaluation capacity building for schools. This study aimed to explore the theoretical basis and literature of self-evaluation capacity building (SECB) for schools and to submit the revision of SECB for schools based on ECB; and to construct and amend the first draft of indicators of SECB for schools. To achieve these goals, the indicators of SECB for schools and its revised draft are extracted from literature, and indicators of SECB for schools are constructed through focus group interview with experts and scholars. The major findings of the study reveal that the indicators of SECB for technical high schools can be divided into 3 variables (input, intervening, and outcome variables), 6 categories (individual factor, organizational factor, organizational ability, organizational culture, output, and change), 15 dimensions, and 90 important indicators. Those indicators will be able to assist technical high schools and the administrative units to understand their capacity to build self-evaluation to improve the school performance.