宜蘭縣國民中學學校組織氣氛與學校效能關係之研究

Abstract

本研究旨在探討宜蘭縣國民中學學校組織氣氛與學校效能之現況，並分析不同教師背景變項在學校組織氣氛與學校效能所知覺的差異，進而探究學校組織氣氛與學校效能之間的關係。 為此研究目的，本研究採問卷調查法，以「宜蘭縣國民中學學校組織氣氛與學校效能調查問卷」為研究工具，受試者為宜蘭縣24所公立國中之教師，共發放399份問卷，回收375份，回收率為93.9%，有效問卷共351份，可使用率為93.6%。本研究以SPSS for Windows 17.0版統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸等統計方法分析所得資料。 綜合文獻探討及調查研究結果，本研究獲致以下結論： 一、宜蘭縣國民中學教師對學校組織氣氛之知覺屬中等開放程度表現。 二、宜蘭縣國民中學教師所知覺的學校組織氣氛類型以「封閉型」居多。 三、宜蘭縣國民中學教師對學校效能之知覺表現良好。 四、教師會因「性別」以及「職務」的不同在學校組織氣氛的知覺上有所差異。 五、教師會因「職務」以及「學校規模」的不同在學校效能的知覺上有所差異。 六、宜蘭縣國民中學學校組織氣氛與學校效能間具有相關性。 七、宜蘭縣國民中學學校組織氣氛能有效預測學校效能。

根據上述結論，本研究分別針對教育主管機關、國民中學教育人員以及未來研究提出建議，以供參考。

The main purpose of this study was to investigate the present situation of the school climate and the school effectiveness in Yi-lan County, to analyze the teachers’ different perception on school climate and the school effectiveness because of the different personal background elements, and at last to explore the relationship between the two factors mentioned above. To achieve the purpose of the study, the method adopted for the research was the quantitative study, with the self-designed questionnaire “The questionnaire for school climate and school effectiveness in Yi-lan County” to collect pertinent data. The questionnaires were delivered to 399 teachers in 24 public junior high school in Yi-lan County, 375 questionnaires returned, 351 answered completely, and the valid rate was about 93.6%. Data from questionnaires were analyzed by SPSS 17.0 for Windows, and the statistics techniques were descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and Stepwise multiple regression Analysis and the like. The conclusions of the study are summarized as the following： 1. The teachers of junior high schools perceived an “intermediate level” school organizational climate in Yi-lan county. 2. The teachers of junior high schools perceived “Closed school organizational climate” most. 3. The teachers of junior high schools perceived good school effectiveness in Yi-lan county. 4. The teachers’ perception of school organizational climate would be different in some dimensions because of gender and post. 5. The teachers’ perception of school effectiveness would be different in some dimensions because of post and the scale of school. 6. There were significant correlations among the dimensions of school organizational climate and those of school effectiveness. 7. School organizational climate had predicative efficacy for part of the dimensions of school effectiveness. Based on the conclusions above, some suggestions were provided to educational Authority concerned, teachers and principles of junior high schools, and further researches respectively.