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|Other Titles:||The Effects of the Organizational Structure on Teacher's Alienation in Junior Middle Schools|
Department od Education, NTNU
The purpose of this study was to examine the influence of the organizational structure on teacher’s alienation in junior middle schools in the Republic of China. Organizational structure, the independent variable, was characterized by eight organizational properties. Hage’s and Aiken’s work with organizations and alienation provided the impetus for this study, while the concepts of Bishop’s bureaucratic organizational structure and Weick’s communicational organizational structure provided the special guidelines. Eighty─six Chinese public junior middle schools in Taiwan were randomly selected and 1024 teachers were then randomly sampled from these schools. Each of the respondents completed two instruments. The first, School Organizational Structure Inventory, was designed to measure perceptions of actual influences held by various organizational properties in the operations of school affairs. The second, Teacher Alienation Scale, was designed to measure the psychological state of alienation of the respondents. Collected data were analyzed using statistical techniques as T─test, One─way ANOVA, Scheff’s method for multiple comparison, Pearson’s product─moment correlation and the step─wide multiple regression analysis. The results of the investigation were as following：（1）Highly specialized, standardized and formalized schools were characterized by lower teacher alienation, and vice versa.（2）The more centralized and traditionalized the organizational structure, the more alienated the school teachers.（3）The higher “the perceptual measure of upward communication”, “the perceptual measure of administrator’s communication” and “the perceptual measure of staff cooperation and support” were scored, the lower the alienation of the teachers would be scored.（4）Significant difference of the mean scores on teacher alienation were found on the following personal characteristics of school teachers such as sex, age, school district, school size, tenure, hierarchical position, educati
|Appears in Collections:||教育研究所集刊|
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