Empirics with Inequity Distribution for Elementary School Resource - Innovative Management in Information and Production - page 196

3.4 Constructing the Evaluation Model

Since the subjects contain administrators, teachers, and parents, we define the
evaluation model as the following:

IA t = Index of administrators

IT t = Index of teachers

IP t = Index of parents

IEE t = Index of educational equity in certain school

According to indicators' significance, the experts define IA power with 0.4, IT
power with 0.4, and IP power with 0.2. Hence, the formula is set up as

IA 0 . 4
t

IT 0 . 4
t

IP 0 . 2
t

IEE t =

4 Empirical Studies

4.1 Decision About the Subjects

In the study, we select three schools of the same size as the research targets.
The subjects of each target school consist of ten teachers, administrators, and parents
of single school, respectively. The total amount is 90. Hence, the study meets Gay's
suggestion that the required amount of subjects in a quantitative study should be no
less than thirty samples ( Gay 1992 ).
As for the choice of target schools, they are located in Taichung City, Taiwan.
However, considering the geographical difference of the city, we select one school
as the representative from the mountain area, sea area, and field area.

4.2 Status Quo of Educational Equity in the Schools

Tab le 3 displays the fuzzy mean scores and standard deviation of educational equity
from the stakeholders of the three schools. In school resources, school A is above
the mean score, while school B and C are lower than the mean. In school culture,
school C is higher than the mean. B and C school are under the mean score. As for
curriculum and instruction, both school A and B are above the mean standard. With
regard to compensation measures, only school A scores higher than the mean.