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題名：教師參與團隊學習行為之跨層次分析：層級線性模式之應用
書刊名：師大學報. 教育類
作者：蕭佳純 引用關係／董旭英 引用關係
作者(外文)：Hsiao, Chia-chun／Tung, Yuk-ying
出版日期：2007
卷期：52:3
頁次：頁65-89
主題關鍵詞：多層次分析；團隊學習行為；層級線性模式；Multilevel analysis；Group-learning behavior；Hierarchical linear model
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(11) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:32
  • 點閱點閱:90
本本研究以個體層次之人格特質與群體層次之共享心智模式為自變數，探討兩者對教師參與團隊學習行為的影響。本研究透過對39 所國民中小學，250 位教師的調查，使用層級線性模式分析變數之間的關係。結果顯示，宜人性、外向性、神經質、團隊互動與團隊成長對團隊學習行為有顯著的直接影響效果，而團隊互動在嚴謹性與參與行為間；技術專精在神經質與參與行為間；團隊成長在嚴謹性與知識分享、嚴謹性與團體動力間，分別扮演正向調節效果的角色。針對上述結果，本研究提出相關的討論與建議。
Researchers studying organizational behavior and school administrative management have increasingly emphasized the multilevel technique. This study focused on the influence of personality at the individual level, and of a “shared mental model” at the group level, on the team learning behavior of junior high school teachers. The sample consisted of 250 teachers from 39 junior high schools in Taiwan. The findings showed that agreeableness, extroversion, neuroticism, team interaction and team growth directly affected the group-learning behavior. On the other hand, team interaction, expertise, team growth and conscientiousness all had a positive moderating effect on the relationships among personality, shared mental model, and team learning. Based on the discussion of these results, the study also provided some suggestions for future research.
期刊論文
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21.James, Lawrence R.、Jones, Allan P.(1974)。Organizational climate: A review of theory and research。Psychological Bulletin，81(12)，1096-1112。  new window
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23.Edmondson, Amy C.、Bohmer, Richard M.、Pisano, Gary P.(2001)。Disrupted Routines: Team Learning and New Technology Implementation in Hospitals。Administrative Science Quarterly，46(4)，685-716。  new window
24.Edmondson, Amy C.(2003)。Speaking up in the operating room: How team leaders promote learning in interdisciplinary action teams。Journal of Management Studies，40(6)，1419-1452。  new window
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36.Levesque, L. L.、Wilson, J. M.、Wholey, D. R.(2001)。Cognitive Divergence and Shared Mental Models in Software Project Teams。Journal of Organizational Behavior，22，135-144。  new window
37.Barry, B.、Stewart, G. L.(1997)。Composotion, Process, and Performance in Self-managed Groups: The Role of Personality。Journal of Applied Psychology，82，62-78。  new window
38.Wang, W. C.(1998)。Cooperative Learning in Mathematics。Friends of Elementary Education，49(4)，17-23。  new window
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43.Milliken, F. J.、Martin, L. L.(1996)。Searching for Commin Threads: Understanding the Multiple Effeits of Diversity in Organizational Groups。The Academy of Management Review，21，402-433。  new window
44.Fontana, D.、Abouserie, R.(1993)。Stress Levers, Gender and Personality Factors in Teachers。British Journal of Educational Psychology，63(2)，261-270。  new window
45.Mohammed, S.、Dumville, B. C.(2001)。Team Mental Models in a Team Knowledge Framework: Expanding Theory and Measure across Disciplinary Boundaries。Journal of Organizational Behavior，88，89-106。  new window
46.Sarin, S.、Mahajan, V.(2001)。The Effect of Reward Structure on the Performance of Cross-functional Product Development Teams。Journal of Marketing，65，35-53。  new window
47.Carron, A. V.、Spink, K. S.(1995)。The Group Size-cohesion Relationship in Minimal Group。Small Group Research，26，86-105。  new window
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會議論文
1.Tellegen, A.、Waller, N.(1987)。Reexaming Basic Dimensions of Natural Language Trait Descriptors。95th Annual Meeting of the American Psychological Association。New York, NY.。  new window
學位論文
1.彭惠苓(2003)。基於組織學習與組織創新氣氛分析學習型組織之研究--以大葉大學為例(碩士論文)。大葉大學，彰化縣。  延伸查詢new window
2.蔡靜婷(2000)。工作團隊多元化、衝突與任務績效之相關性研究(碩士論文)。國立中正大學。  延伸查詢new window
3.陳湘琬(2004)。教師人格特質、工作特性、工作滿足、組織承諾與離職傾向相關性之研究--以南部地區為例(碩士論文)。義守大學。  延伸查詢new window
4.李彥儀(199006)。台北市國民中學導師人格特質、領導行為對班級氣氛之影響研究(碩士論文)。國立政治大學。  延伸查詢new window
5.劉鎮寧(2003)。國民中小學學習型學校指標建構之研究(博士論文)。國立中正大學。new window  延伸查詢new window
6.黃清海(1999)。國民小學建立學習型組織策略之研究(碩士論文)。國立台北師範學院。  延伸查詢new window
7.蕭靜宜(1999)。護理人員工作特徵﹑角色壓力﹑人格特質對組織與專業承諾之影響(碩士論文)。東海大學。  延伸查詢new window
8.邱琳甄(1994)。國民中學童軍教師人格內外控傾向與工作滿意程度之相關研究，0。  延伸查詢new window
9.連廷嘉(1998)。國中小學教師諮詢需求與意願之研究，0。  延伸查詢new window
10.許雅婷(2002)。人格特質與團隊組合對知識分享、創新績效的影響，0。  延伸查詢new window
11.朱有鈺(2002)。臺北縣國民中學教師團隊學習SWOT分析研究，0。  延伸查詢new window
12.黃志中(2003)。高雄市國民小學行政人員團隊學習、組織承諾與學校行政效能關係之研究，0。  延伸查詢new window
圖書
1.Norman, W. T.(1967)。2800 personality trait descriptors: Normative operating characteristics for a university population。Ann Arbor, MI：University of Michigan Press。  new window
2.Costa, P. T.、McCrae, R. R.(1992)。Revised NEO personality inventory and new five-factor inventory: professional manual。Lutz, FL：Psychological Assessment Resources。  new window
3.Bryk, Anthony S.、Raudenbush, Stephen W.(1992)。Hierarchical Linear Models in Social and Behavioral Research: Applications and Data Analysis Methods。Newbury Park, CA：Sage Publications。  new window
4.Shaw, Marvin E.(1981)。Group Dynamics: The Psychology of Small Group Behavior。New York, NY：McGraw-Hill：Harper & Row。  new window
5.Friedman, Meyer、Rosenman, Ray H.(1974)。Type A Behavior and Your Heart。Alfred A. Knopf。  new window
6.Schneider, B.(1990)。Organizational climate and culture。Jossey-Bass。  new window
7.Pervin, L. A.(1993)。Personality: Theory and research。New York, NY：John Wiley & Sons, Inc.。  new window
8.Cattell, R. B.(1946)。Description and Measurement of Personality。World Book。  new window
9.Senge, Peter、郭進隆、齊若蘭(1990)。第五項修練：學習型組織的藝術與實務。台北：天下文化。  延伸查詢new window
10.Dechant, K.、Marsick, V. J.(1993)。Team Learning Survey and Facilitator Guide, King of Prussia。Team Learning Survey and Facilitator Guide, King of Prussia。King of Prussia, PA。  new window
11.楊國樞(1993)。劉邵的人格特質及其詮釋。人觀、意義與社會。臺北市。  延伸查詢new window
其他
1.(2006)。國民中小學校概況統計，臺北市。  延伸查詢new window
 
 
 
 
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