政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/96462
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    題名: 國民小學組織結構、組織承諾與學校效能關係研究
    作者: 劉春榮
    貢獻者: 毛連塭
    林邦傑
    劉春榮
    關鍵詞: 組織結構
    組織承諾
    學校效能
    Organizational stucture
    Organizational commitment
    Effectiveness
    日期: 1993
    上傳時間: 2016-05-11
    摘要: 本研究旨在探討國民小學學校組織結構、組織承諾與學校效能的關係；其次比較分析教師人口變項類別、學校環境變項類別在學校組織結構、組織承諾及學校效能上的差異；並尋找有效預測學校效能的變項。
    研究採問卷調查法，以自編「國民小學組織結構量表、國民小學組織承諾量表及國民小學學校效能量表三部份。受試包括臺灣地區190所公立國民小學的1415名教師，問卷回收率達71 80%。回收問卷經統計處理，獲得以結論：
    一、學校組織結構正式式、專門化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。
    二、學校組織結構集中化、傳統化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈低的現象。
    三、學校組織承諾其認同程度、努力意願、留職傾向或整體組織承諾愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。
    四、學校組織結構正式化、專門化愈高，則學校組織承諾不論在認同程、努力意願、留職傾向及整體學校組織承諾均有愈高的現象。
    五、學校組織結構集中化、傳統化愈高，則學校組織承諾不論在認同程度、努力意願、留職傾向及整體學校組織承諾均有愈低的現象。
    六、我國國民小學學校組織結構整體而言：其正式化及專門化程度頗高；而集中化及傳統化程度較低。高低排序依次為專門化、正式化、傳統化、集中化。
    七、我國國民小學學校組織承諾整體而言：不論在認同程度、努力意願、留職傾向及整體組織承諾均相當不錯。其高低排序依次為努力意願、整體組織承諾、留職傾向、認同程度。
    八、我國國民小學學校效能整體而言：校長領導、課程與教學、學生行為表現較佳；而學生學習表現、學習環境、行政溝通及整體學校效能次之。其高低排序依次為校長領導、課程與教學、學生行為表現、學生學習表現、學習環境、整體學校效能、行政溝通。
    九、不同的教師人口變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。
    十、不同的學校環境變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。
    十一、學校效能的預測由於分量表不同，而其有效的預測變項亦有所差異。整體來講，認同、正式化、集中化、專門化、傳統化，一般大學畢業的教師、性別、兼任組長的教師、創校10-20年的學校、13-14班的學校及留職傾向，能有效預測學校整體效能。但各變項的預測力不同，且影響的方向也不一樣。
    根據研究所得，本研究分別對教育行政機關、學校行政單位、學校校長及教師與未來研究者提出建議。
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