An Analysis of the Difference of School Size on School Innovation Management with Multigroups Measurement Model

Abstract

The main purpose of this study is to analyze the difference of school size on school innovation management by utilizing multigroups measurement model. Confirmatory analysis and difference comparison were applied to analyze data in the questionnaires. Furthermore, to further investigate this research subject, this study interviewed five expert principals whose school innovation management experiences are rich. According to school size stratified random sampling, questionnaires were sent to 704 teachers in 47 public elementary schools in New Taipei City, 581 effective questionnaires were collected. The conclusions of the study are as follows: 1. The three school size groups have an equal factor structure. 2. There are significant differences on teachers’ perception of school innovation management in terms of the size of the school they work for. 3. School principals’ leadership play a key role in school innovation management. In this study, the suggestions are as fallows: 1. Develop school features innovatively and create a beneficial school size effect. 2. Principals should advocate and participate fully in the innovation process.

本研究的目的在於以多群組測量模式分析學校規模在學校創新經營之差異性，透過對不同學校規模教師進行問卷調查、資料驗證分析、差異性比較，並邀請5位具有實務經營校長專家進行訪談，以輔助探討本研究主題。在樣本選擇上係以新北市公立國民小學教師為研究對象，依學校規模進行分層隨機抽樣，總計抽樣47校，發出704份問卷，有效問卷計581份。本研究獲得以下結果：一、學校規模三個群組間具有相等的因素結構；二、不同學校規模教師對學校創新經營的知覺有顯著差異；三、各種學校規模中校長領導均扮演學校創新經營的關鍵角色。本研究提出兩點建議：一、創新發展學校特色，創造有利的學校規模效應；二、校長應倡導並全程參與創新歷程。