National Academy for Educational Research

　　近年來，教育公平的相關議題愈來愈受到重視。本研究旨探討目前我國國中階段的教育公平現況，以及整合各子計畫探討並對話教育公平議題與特定政策之相關內容，再根據研究發現與結論提出建議。

　　為達上述目的，本研究採問卷調查法，經參酌第一階段發展之教育公平指標為藍本，自編「教育公平調查問卷」，以全國國二學生之家長為調查對象，依據地區採分層隨機方式抽樣填答學校，共發出150所學校，回收136所，回收率為90.6%，問卷總計回收4,170份，經剔除無效問卷後，有效問卷計有3,935份。

　　經調查結果發現，獲得研究結論如後：（一）填答者對我國國中教育公平現況之滿意度及認同度大致為佳，惟在教師對待所有學生態度一致性的認同度上相對較低；（二）在有關教師專業表現的滿意度看法上，不同學歷、家庭年總收入以及子女就讀學校地區等背景之填答者存在顯著差異；（三）在有關教師教學品質的滿意度看法上，不同學歷、家庭年總收入以及子女就讀學校地區等背景之填答者存在顯著差異；（四）在有關教師主動關懷學生的滿意度看法上，不同性別、家庭年總收入等背景之填答者存在顯著差異；（五）在有關教師與學生互動的滿意度看法上，僅於不同子女就讀學校地區之填答者間存在顯著差異；（六）在有關教師對待學生態度一致性的認同度方面，不同年齡、學歷及家庭年總收入之填答者存在顯著差異。

　　最後，根據以上結論，提出相關建議。

　　In recent years, the issues of education equity have been important increasingly. The main purposes of this study were to explorethe present situation of education equity in junior high schools in Taiwan, integrate the sub-projects' exploring about education equity issues and educational specific policies, and provides suggestions.

　　The study adopted questionnaire survey. Based on the educaion equity indexes developed on the first research stage, The Questionnaire for Education Equity was developed as the study tool. 150 junior high schools were ramdomly sampled, and 136 schools were retrieved (return rate 90.6%). A total of 4,170 questionnaires were retrieved, and 3,935 valid responses were retrieved.

　　The conclusions were as follows: 1) the scores of satisfication and identification with education equity in junior high schools were high. Among all items of educaiotn equity, the score of the identification with teachers' consistent attitude toward students was relatively low; 2) there were significant difference in teachers' professional performance in terms of variable educational level, total household income, and region of children's school; 3) there were significant difference in the satisfication with teachers' teaching quality in terms of variable educational level, total household income, and region of children's school; 4) there were significant difference in the satisfication with teachers' poisitve care for students in terms of variable gender, total household income; 5) there were significant difference in the satisfication with teacher-student interaction in terms of variable region of children's school; 6) there were significant difference in the identification with teachers' consistent attitude toward students in terms of variable age, educational level and total household income.

　　In the end, based on the findings and conclusions, some suggestions were proposed in this study.