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題名:學校組織資本及其創新經營策略之研究-以桃園縣國民小學為例
作者:葉春櫻
作者(外文):Chun-Ying Yeh
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
指導教授:吳明清
學位類別:博士
出版日期:2009
主題關鍵詞:學校組織資本智慧資本社會資本學校創新經營創新經營策略school organizational capitalintellectual capitalsocial capitalstrategy of creative management
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本研究旨在探討國民小學學校組織資本與創新經營策略的現況,剖析不同背景變項之教育人員所知覺學校組織資本與創新經營策略的差異情形,探討學校組織資本及其學校創新經營策略的關係,並根據研究發現與結論,提出建議供有關單位參考。
為達上述目的,本研究以桃園縣公立國民小學之校長與處室主任為研究對象,以問卷調查與訪談進行實證資料之蒐集。在問卷調查部分,採取普查方式,共寄發184所學校問卷數790份,實得有效問卷738份,並以SPSS for Windows 11.5 版的統計軟體進行描述統計、單因子單變量與多變量變異數分析、Pearson 積差相關、卡方考驗與逐步多元廻歸等統計分析。在個別訪談部分,訪談對象係從問卷調查統計量數低、中、高三組之學校,依小、中、大之規模,共選取9所學校29人,進行個別訪談,以深入了解學校社會資本、學校智慧資本與學校創新經營策略的內涵與特徵。依據研究結果之分析,歸納本研究之結論與建議如下:
一、 結論
(一) 國民小學的社會資本良好,學校社會資本三構面中以「結構資本」最為豐富。
(二) 男性教育人員、校長及現職年資11-15年的教育人員所知覺的學校社會資本最豐富。
(三) 國民小學社會資本之主要特徵在於:學校人際互動和諧融洽、學校人際互動意義的認知性高、溝通是促進社會資本之重要媒介、小型學校人際互動趨於緊密溫馨、學校社會資本對行政運作助益尤為明顯,以及社會資本雖有助於校務運作但亦有其限制。
(四) 研究所四十學分班結業之教育人員所知覺之國民小學智慧資本最為豐富,且15年(含)以下的學校智慧資本最豐富。
(五) 國民小學智慧資本之重要特徵有:教師專業知能豐富、教師專長活化教學、 家長社區資源多元、校長領導激勵為學校重要資源,以及行政運作績效高。
(六) 國民小學創新經營現況普遍良好,在創新經營的四個策略中,國民小學以整合創新策略為主,且在校務經營的五個層面中,學生展能層面的創新程度最高。
(七) 男性教育人員與校長所知覺校務運作各層面之整合創新經營策略最高;在校務運作各層面中,行政管理之整合創新策略,以 49班(含)以上、15年(含)以下與縣轄市之百分比最高;在課程與教學層面,15年(含)以下之學校其整合創新經營策略百分比最高;在社會與環境資源應用層面層面,49班(含)以上之學校其整合創新經營策略百分比最高。
(八) 國民小學創新經營策略的特徵在於:行政管理資訊化、制度化,並強調溝通協調與分享;課程發展在地化,教學專業資訊化;學生學習活動與藝文展能創意多元;校園情境教材化,且創意多元;社會與環境資源豐富多元。
(九) 國民小學組織資本與創新經營策略有極顯著的正相關,且學校的組織資本越豐富其創新經營之成效亦越顯著
(十) 國民小學組織資本之七個構面,對於創新經營策略均具有顯著的預測力。
二、 建議
(一) 對教育行政機關之建議
1. 規劃校長與主任專業進修,充實學校組織資本與創新經營相關知能。
2. 積極倡導行政管理與課程教學之創新,提升學校創新經營成效。
3. 學校創新經營績效與組織資本之發展,列入校務評鑑項目。
4. 以積極差別待遇分配教育資源,弭平城鄉學校發展之差距。
(二) 對學校經營之建議
1. 洞察學校組織資本,發揮校務運作之優勢。
2. 拓展學校社會資本,活化學校經營動能。
3. 提升學校智慧資本,奠定學校經營基礎。
4. 強化整合創新策略,提升教育品質與效能。
5. 符應學校發展優勢,提升學校創新經營成效。
6. 發展策略聯盟互助體系,拓展學校智慧資本。
7. 強化人際溝通與互動,促進學校社會資本發展。
8. 以組織資本為基礎,創新經營策略為導向,提升學校競爭優勢
(三) 對未來研究之建議
1. 研究內容方面,建議進一步分析影響國民小學社會資本與智慧資本發展之因素,以及學校創新經營之背景脈絡因素,以及加深加廣探討企業創新策略理論,轉化應用於學校的創新經營策略之有效適用性。
2. 研究對象方面,建議未來研究可擴大或轉換研究對象,在學校層級與類別方面,可擴大樣本選取範圍至私立學校、特殊學校,或是針對其他層級學校,例如幼稚園、高中職、大學來進行研究。在問卷調查對象方面,則可擴大樣本選取範圍至教育行政人員與學生家長,以及學校教職員,以使資料蒐集更為完整,研究更為周延。
關鍵字:學校組織資本、智慧資本、社會資本、學校創新經營、創新經營策略
The purposes of this study were: (1) to understand the overall characteristics of the organizational capitals and strategies of creative management adapted by elementary schools in Taoyuan County; (2) to analyze the differences in organizational capitals and strategies of creative management by school background variables; (3) to explore the relationship between organizational capitals and strategies of creative management.. Data were collected by conducting a questionnaire survey and an interview study. For the survey, all 184 elementary schools in Taoyuan County were included in the sample frame, and the questionnaire was administered to school principals and their section directors with a total of 790 subjects. For the interview, 9 schools were targeted and 29 school principals and section directors were chosen to go through the interviews.
Survey data were analyzed by using Descriptive Statistics, One-way UNIANOVA & One-way MANOVA, Pearson Product-Moment Correlation, Chi-square Test, and Stepwise Multiple Regression. Results of the interviews were qualitatively described and interpreted. Based on the analysis of the results, some conclusions were made as follows:
1. Social capitals of elementary schools in Taoyuan County were generally good, and the structural capital, comparing other two dimensions of social capital, i.e. relational and cognitive, is particularly abundant.
2. The level of abundance of school social capital perceived by males, principals and faculty with seniority of 11 ~ 15 years was relatively higher.
3. The characteristics of elementary school in terms of social capitals were: (1) peaceful and close interaction among interpersonal relationships in school, (2) high cognition of the meaning of interpersonal relationship in school, (3) communication as an important media for promoting social capital, (4) tight and warm interpersonal relationship in smaller-scale schools, and (5) strong support for school administration from school social capitals, but (6) being limited of the support for school administration by nature of the capital.
4. Intellectual capitals of elementary schools in Taoyuan County were generally good, and the level of customer capital, comparing to other three dimensions of intellectual capital, was particularly abundant.
5. The level of abundance of school intellectual capital perceived by faculty members of school who completed graduate studies was the highest, and also perceived high by the faculty of schools which had history with less than 15 years.
6. The key characteristics of elementary school in terms of intellectual capitals were: (1) teachers generally had sufficient professional knowledge, (2) teachers were good at making teaching and learning interesting, (3) multiple resources from parents and communities, (4) the stimulation obtained from school principal’s leadership viewed as an important recourse for school, and (5) high level of effectiveness of school administration and management.
7. The current status of creative management shown by elementary schools in Taoyuan County was generally good. Among those four strategies applied for creative management, strategy of integrated creativity was the most frequently adopted by elementary schools, while among the five dimensions of school management, the development of students’ ability and talent was at the highest level of creativity management.
8. There were differences in strategy of creative management as well as in dimensions of school management perceived by principals and faculty members with different personal variables and school background variables.
9. The characteristics of strategy of creative management for elementary schools were: (1) computerized and institutionalized school administration, (2) emphasis on communication, coordination and sharing, (3) school-based and localized curriculum development, (4) professional teaching using instructional technology, (5) multiple learning activities, especially literature and art, for students to develop ability and talent, (6) combining the campus life into teaching/learning materials and making it full of creativity, and (7) multiple social and environmental resources.
10. The relationship between organizational capitals of school and strategies of creative management was proved to be of positive correlation. It was reasonable to predict the level of school creative management by knowing the level of school organizational capitals.
Based on conclusions mentioned above, suggestions were recommended for educational administrative authority, school management as well as further studies.
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