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題名:國民小學組織變革、校長權力基礎運用與學校效能關係之研究
作者:顏士程
作者(外文):Yan Shih Cheng
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
指導教授:吳金香
學位類別:博士
出版日期:2007
主題關鍵詞:組織變革校長權力基礎運用學校效能the changes of school organizationexertion of principal’s powerschool effectiveness
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(39) 專書(0) 專書論文(0)
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  • 點閱點閱:69
本研究根據文獻分析之的結果,提出我國教改後國民小學組織變革、校長權力基礎運用對學校效能之研究架構圖,先以探索式分析加以考驗,然後建立本研究之理論模式。再以AMOS軟體來進行SEM的分析,以驗證理論模式。
本研究取樣範圍包括台灣省中部七縣市之公立國民小學校長及教師,共抽取170所學校680位公立國民小學教育人員,本研究採取第一階段進行探索式考驗,樣本抽取300份,建立理論模式後,再做第二階段驗證模式之考驗,樣本亦抽取300份。因為二階段問卷均超過300份,因此以回收時間之前300份有效問卷為考驗之樣本,做為統計之依據,總計600份樣本。
本研究得到之結論如下:
一、我國國民小學校長、主任與教師,普遍感受到近十年來之學校組織,已經產生變革。
二、我國教改後,國民小學校長比主任及教師在「課程改革」、「教師組織成立」、「校長遴選」、「家長參與」、「意識型態系統」、「學生表現」等方面有較深的體認與知覺 。
三、國民小學校長、主任及教師知覺「教師組織」、「家長參與」的組織變革程度愈高者,則學校效能愈佳。
四、我國教改後國小組織變革,會影響到校長的權力基礎運用。校長會較常使用參照權、資訊權和專家權,而比較少用強制權、獎賞權、法職權和關係權。
五、我國教改後,國民小學校長權力基礎運用會影響到該校之學校效能。如果校長能多使用參照權、資訊權和專家權,則該校之學校效能會較佳。
六、我國教改後,教育人員知覺學校組織變革程度,可以透過校長權力基礎運用的影響力,間接的影響學校效能。
七、本研究運用SEM,建構出學校組織變革、校長權力基礎運用與學校效能三者之間最適的關係模式,與本研究建立之理論模式相互吻合。
This study aimed to research the correlation among the three variables: organization changes, exertion of principal’s power, and school’s effectiveness in the late decade of education reform. The research framework was made upon the related documents collected. The theory of this study was constructed by using exploration method, and attested in the SEM analysis from AMOS software.
The samples of the survey were public elementary school principals and teachers who came from seven counties and cities of central Taiwan. There were 680 people out from 170 schools surveyed. There were 300 questionnaires sampled out of the first stage of theory exploration mode and another 300 sampled out of the second stage of attestation mode. That made the total sampling of 600.
The results of the study were concluded as following:\
1.The public elementary school principals and teachers were generally aware of the changes of school organization in late decade.
2.In the proceeding of education reform, comparing to school division directors and teachers, principals were more consciously aware of “curriculum reform”, “teacher associations”, “principal selection”, “parental involvement”, “ideology”, and “student performance”.
3.Schools were more effective while the principals, division directors, and teachers were more aware of the organization changes, such as, “teacher associations” and “parental involvement”.
4.The exertion of principal’s power was influenced by the elementary school organization changes resulted from the education reform. The principal’s power was tending towards consulting, informing, and expertise, rather than commanding, rewarding, authorization, and rapport.
5.The school effectiveness was influenced by the exertion of principal’s power resulted from the education reform. The schools were more effective while principals’ power tended towards consulting, informing, and professional.
6.In the proceeding of education reform, the exertion of principal’s power effected the educators’ awareness of school organization changes and influenced the school effectiveness indirectly.
7.The optimal trio structure of school organization changes, exertion of principal’s power, and school’s effectiveness, under the analysis of SEM, was mutually matched with the theory mode assumed in this study.
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