Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/32934


Title: 高中職校長轉型領導、知識管理與學校效能之研究
The study of school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals
Authors: 林金福
Contributors: 林邦傑
秦夢群



林金福
Keywords: 轉型領導
知識管理
學校效能
高中職學校
transformational leadership
knowledge management
school effectiveness
senior/vocational high schools
Date: 2002
Issue Date: 2009-09-17 14:53:54 (UTC+8)
Abstract: 摘 要
本研究主要在探討高中職校長轉型領導、學校知識管理與學校效能的關係。為達成研究目的,首先進行轉型領導(transformational leadership)、知識管理(knowledge management)及學校效能(school effectiveness)的相關文獻分析,並發展調查問卷初稿,經過預試後之項目分析及因素分析等過程,據以建構「高中職學校狀況調查問卷」研究工具。隨後依學校所在地區分為北區、中區、南區及學校類別屬於高中或高職,採分層叢集隨機取樣之方式,抽取台灣地區之高中職學校教師1300人進行問卷調查,問卷回收率為91.62%,剔除無效樣本31人,有效樣本人數為1160人。研究資料,使用SPSS for Windows 11.5版進行統計分析;依研究目的,除了做描述性統計之外,並依調查樣本背景之不同,進行單因子變異數分析(one-way ANOVA),考驗不同背景變項之差異情形,並以Scheffé法進行事後比較;另以典型相關(canonical correlation)、皮爾遜積差相關(Pearson product-moment correlation)及逐步多元迴歸分析(stepwise multiple regression analysis)等統計方法,了解校長轉型領導、學校知識管理與學校效能各層面間的相關及預測情形;最後並以訪談做深入之探討。綜合文獻分析、問卷調查之統計考驗及訪談資料分析,本研究獲得以下結論:
一、目前高中職校長之轉型領導最常使用「建立願景」,較少使用「個別關懷」;知識管理較為注重「顯性知識」及「知識中心」層面;學校效能則關注於「行政領導」及「學生表現」層面。
二、教師服務學校校長為男性者,其在轉型領導各層面及整體層面的知覺,顯著高於服務學校校長為女性者。
三、高中職校長轉型領導、學校知識管理及學校效能的知覺,隨背景因素不同而有顯著差異:高中職之男性教師高於女性教師;年長資深教師顯著高於年輕資淺教師;兼任行政職務之教師顯著高於未兼行政職務之教師;私立高中職學校教師顯著高於公立高中職學校教師;中南部高中職教師顯著高於北部高中職教師。
四、高中職校長轉型領導與高中職學校知識管理有顯著相關。
五、高中職「校長轉型領導」、「學校知識管理」各層面與「學校效能」有高度相關。
六、高中職「校長轉型領導」各層面變項,對「學校效能」的解釋變異量約為61.9%,以「啟發才智」最具有預測力。
七、高中職「學校知識管理」各層面變項,對「學校效能」的解釋變異量達59.2%,以「人員系統」及「隱性知識」最具有預測力。

依據研究所得結論,本研究最後並分別對教育行政機關、高中職校長、學校及後續研究提出建議,提供校長轉型領導、學校知識管理及提升學校效能之參考。
Abstract

This study aimed to explore the correlations among three factors, i.e. school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals. In order to achieve the objective of this study, the methods of literature review about the correlated themes were first adopted, and then this study proceeded to do the first draft questionnaire survey. After the processes of item and factor analysis from the prior test, the research instrument–“The questionnaire of senior/vocational high schools” was formed according to the above analysis.
Afterward, all schools here were divided into north district, middle district, south district, senior high and vocational high based on their location and category to do cluster sampling. The survey subjects included teachers from senior high and vocational high schools in Taiwan, namely, 1300 teachers were sampled through the way of random. The rate of retrieve was 91.62% and the valid samples were 1160 copies, exclusive of the ineffective samples. The research data acquired was analyzed by SPSS for Windows 11.5 version based on the research purpose. The statistic procedures included the means, standard deviation and one-way ANOVA, examining variances in different variables. Scheffé method was used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation, Pearson & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of transformational leadership from principals, knowledge management in schooling and school effectiveness. Further exploration on the issue was made through the interviews. According to the integrated analysis, which was from the adoption of research methodologies of literature review, questionnaire survey and interview. And the conclusions were as follows:

1. For the topic of “Transformational leadership of a principal from senior /vocational high schools”—The way of “establishing perspective” was used instead of “individuals concerns” commonly; And “dominate knowledge” as well as “knowledge center” were emphasized on the issue of knowledge management. With regard of the theme of school effectiveness, the “administration leadership” and “students’ behavior” were paid much close attention to.
2. Male principals performed much higher effectiveness than female principals on the transformational leadership in consciousness.
3. The consciousness from transformational leadership, knowledge management and school effectiveness differed greatly from backgrounds. Male teachers were higher than female teachers. Experienced teachers were more superior to new teachers. Teachers served in administration position were more excellent than common teachers. Teachers from private schools were finer than those from public schools. Teachers from middle or south Taiwan were greater than those from north Taiwan.
4. There were remarkable interrelations between “ transformational leadership” and “ knowledge management”.
5. The strong interrelation among the “transformation leadership”, “knowledge management” and “school effectiveness” occurred obviously.
6. The cumulative variance of transformational leadership to the school effectiveness was about 61.9%. And the “inspired intelligence” possessed strongly predictable effects.
7. The cumulative variance of knowledge management to “school effectiveness” was about 59.2%. And “ the staffing systems” and “ recessive knowledge” held the strongly predictable effects.
According to the conclusions of this study, the further suggestions were provided to the department of educational administration, principals from senior/vocational high schools and schools for reference and the views of promoting research about “transformational leadership”, “knowledge management” and “school effectiveness” were raised also.
Reference: 參考文獻
壹、中文部分
尤克強(民90)。知識管理與創新。台北:天下文化出版公司。
尤曉鈺(民90)。國民小學知識管理現況調查研究:以台北市和嘉義縣市為例。國立中正大學教育研究所碩士論文,未出版。
方德隆(民75)。國民中學組結構與組織效能關係之研究。國立台灣師範大學教育研究所碩士論文,未出版。
王如哲(民89)。知識管理的理論與應用。台北:五南圖書公司。
王美音譯(民87)。Leonard-Barton, Dorothy著。知識創新之泉源—智價企業的經營。台北:遠流出版社。
王振鵠(民81)。回顧與前瞻:圖書館事業近年來之重要發展。中國圖書館學會會報,49,1-6。
王瓊淑譯(民88)。湯尼.霍普/傑洛米.霍普著。笑傲第三波─駕馭知識經濟的管理法則。台北:經點傳訊文化。
白麗美(民87)。國民小學校長領導風格與教師工作動機關係之研究。台北市立師範學院國民教育研究所碩士論文,未出版。
江岷欽(民82)。組織分析。台北:五南圖書公司。
何淑妃(民85)。國小校長轉型領導行為與學校組織氣氛之調查研究。國立新竹師院初等教育研究碩士論文,未出版。
吳行建(民89)。知識管理─創造企業新價值。管理雜誌,315, 85-87。
吳清山(民78)。國民小學管理模式與學校效能關係之研究。國立政治大學教育研究所博士論文,未出版。
吳清山(民81)。學校效能研究。台北:五南圖書公司。
吳清山(民87)。學校效能研究。台北:五南圖書公司。
吳清山(民91)。知識管理與學校效能。知識管理與教育革新發展研究論文集(上)。嘉義:國立中正大學。頁112。
吳清山、黃旭鈞(民89)。學校推動知識管理策略初探。教育研究月刊,77期。
吳毓琳(民90)。知識管理在國民中學學校行政應用之研究。台灣師範大學教育學系碩士論文,未出版。
吳璧如(民79)。國民小學組織文化與組織效能關係之研究。國立高雄師範大學教育研究所碩士論文,未出版。
呂欣茹(民87)。護理主管的「轉化型領導」特質探討及其教育訓練介入成效之評值─以某地區教學醫院為例。國防醫學院護理研究所碩士論文,未出版。
呂祝義(民83)。國民中學學校環境、社區環境與學校效能關係之研究。高雄師範大學教育研究所碩士論文,未出版。
宋偉航譯(民87)。智慧資本─資訊時代的企業利機。台北:智庫出版社。
李佳霓(民88)。國民中學組織學習、教師個人學習與學校效能關係之研究。國立高雄師範大學教育學系碩士論文,未出版。
李淑芬(民85)。國民小學校長權力運用、教師參與決定與學校效能關係之研究。國立屏東師範學院國民教育研究所碩士論文,未出版。
李皓光(民84)。國民小學學校效能評量指標之研究。國立台中師範學院初等教育研究所碩士論文,未出版。
李華偉(民90)。知識管理、圖書館及教育革新。國立台灣師範大學圖書館通訊,46,5-10。
李咏吟、張新仁、潘慧玲、許殷宏(民87)。國民小學學校效能縱貫研究。教育研究資訊,6(3),1-25。
卓秀冬(民84)。台灣省高級中等學校組織文化與學校效能之關係研究。國立政治大學教育研究所博士論文,未出版。
林合懋(民84)。學校主管與企業主管轉型領導之比較研究。國立政治大學教育研究所博士論文,未出版。
林金福(民81)。國民中學校長領導形式與學校效能關係之研究。國立政治大學教育研究所碩士論文,未出版。
林珈夙(民86)。校長領導風格、教師創意生活經驗、教學創新行為與學校效能之關係。國立政治大學教育研究所博士論文,未出版。
林海清(民91)。知識管理與教育發展。台北:元照出版有限公司。
林維林(民85)。轉換型、交易型領導行為與領導效能關係之研究─以台灣省政府建設廳為個案分析。東海大學公共行政研究所碩士論文,未出版。
邵俊豪(民90)。臺北市國民中學校長轉型領導、交易領導與學校本位管理決策類型之關係研究。國立政治大學教育系碩士論文,未出版。
施妙旻(民84)。隱涵領導理論與領導行為關係之研究─以臺北地區公立國小學校長為例。國立政治大學教育研究所碩士論文,未出版。
胡星文(民87)。台灣省原住民地區國民小學學校效能之研究。國立台北師範學院國民教育研究所碩士論文,未出版。
胡瑋珊譯(民89)。Thomas H. Davenport & Laurence Prusak著。知識管理─有效運用知識,創造競爭優勢。台北:中國生產力。
孫淑芬(民90)。工作動機對工作滿意、個人績效及組織公民行為的影響-探討組織文化的干擾效果。國立中央大學人力資源管理研究所碩士論文,未出版。
秦夢群(民86)。教育行政學。台北:五南圖書公司。
秦夢群(民87)。教育行政學-理論部分。台北:五南圖書公司。
馬曉雲(民89)。經濟管理實務運用。台北:華彩軟體。
馬曉雲(民90)。新經濟的營運管理模式:知識管理。會計研究月刊,184,22-24。
高義展(民87)。國民小學學校教師會組織功能、影響型學校效能關係之研究。國立高雄師範大學教育學系碩士論文,未出版。
張玉文(民89)。知識管理的重要角色─CKO你在哪裡?管理雜誌,315,33。
張志明(民89)。「知識經濟」時代的學校行政。學校行政雙月刊,6,38-49。
張易書(民89)。國中校長轉型領導、教師開放型/封閉型人格與學習型組織關係之研究。國立政治大學教育系碩士論文,未出版。
張明輝(民87a)。學校行政革新專輯。台北:國立台灣師範大學。
張明輝(民87b)。學校組織的變革與領導。台北:國立台灣師範大學。
張竺雲(民75)。組織社會學。台北:三民書局。
張德銳(民87)。師資分配與教育革新研究。台北:五南圖書公司。
張慶勳(民85)。國小校長轉化、互易領導影響組織文化特性與組織效能之研究。高雄師範大學教育系博士論文,未出版。
張慶勳(民86)。學校組織行為。台北:五南圖書公司。
張潤書(民87)。行政學。台北:三民書局。
教育部(民92)。教育統計。http://www.edu.tw/statistics/index.htm.台北:教育部。
莊素玉、張玉文(民89)。張忠謀與台積的知識管理。台北:天下遠見。
陳 樹(民87)。領導風格與組織文化關連性之研究。國立台灣大學商學系博士論文,未出版。
陳依萍(民90)。ABC與台機電。會計研究月刊。
陳盈甫(民88)。新世紀管理哲學──知識管理。第三波(1999,8)
陳淑嬌(民78)。國民中學校長領導型式、教師工作投入與組織效能關係之研究。國立高雄師範大學教育研究所碩士論文,未出版。
陳瑞惇(民88)。以知識特性、知識角色與智慧資本建構雙取向之知識管理研究。國立東華大學國際企業研究所碩士論文,未出版。
陳慧芬(民86)。國民小學組織文化之研究。國立台灣師範大學教育研究所博士論文,未出版。
陳譓森(民85)轉換型領導對警政服務品質之影響研究。國立政治大學公共行政研究所碩士論文,未出版。
傅振焜(民83)。後資本主義社會。台北:時報文化。
彭昌盛(民82)。轉換型領導理論及其應用之研究。政治大學公共行政研究所碩士論文,未出版。
彭雅珍(民87)。國小校長領導風格、教師工作價值觀與教師組織承諾關係之研究。國立政治大學教育研究所碩士論文,未出版。
曾信榮(民88)。特殊學校教師參與決定與學校效能關係之研究。國立彰化師範大學工業教育學系碩士論文,未出版。
游進年(民79)。國民中學學校氣氛與學校效能關係之研究。國立台灣師範大學教育研究所碩士論文,未出版。
黃久芬(民85)。國民小學全面品質管理與學校效能關係之研究。台北市立初等教育研究所碩士論文,未出版。
黃昆輝(民78)。教育行政學。台北:東華書局。
黃庭邦(民84)。台灣地區潛在之領導理念──比較分析台美人士對轉化型與交易型領導期望之因素結構。東吳經濟商學學報,第十五期。
黃振球(民79)。學校管理與績效。台北:師大書苑。
黃振球(民81)。績優學校。台北:師大書苑。
楊子江、王美音譯(民86)。Nonaka & Takeuchi著。創新求勝─至價企業論。台北:遠流出版社。
楊淙富(民88)。彰化縣國民小學校長領導特質與學校效能之研究。國立台中師範學院國民教育研究所碩士論文,未出版。
葉菁華(民91)。化知識為優勢─HP案例。資訊與電腦,260,121-126。
廖思先(民87)。轉換型領導、組織承諾與組織公民行為之相關研究──以台灣翁利美術館為例。國立中山大學人力資源管理研究所碩士論文,未出版。
廖春文(民84)。廿一世紀教育行政領導理念。台北:師大書苑。
廖進安(民91)。國民中小學行政人員運用知識經濟與學校效能關係之研究。國立台北師範學院碩士論文,未出版。
廖裕月(民87)。國小校長轉化領導形式與領效能之研究:以北部四縣市為例。國立台北師範學院國民教育研究所碩士論文,未出版。
廖肇弘(民89)。避免引發知識管理的大災難。管理雜誌314,34-37。
劉春榮(民82)。國民小學組織結構、組織承諾與學校效能關係研究。國立政治大學教育研究所博士論文,未出版。
劉珊宇(民87)。轉變型領導、領導人與成員交換、個人與組織契合與工作滿足、組織公民行為之實證研究。淡江大學管理科學研究所碩士論文,未出版。
劉常勇(民88)。對於知識管理的基本認識。「全球資訊網」網址:http//ww.chineseme.com/know/paper/paper7.html
劉雅菁(民87)。國民小學校長運用轉型領導之研究。國立臺灣師範大學教育研究所碩士論文,未出版。
樂為良譯(民88)數位神經系統─與思考等快的明日世界。台北:商周。
潘文章(民81)。企業管理:導論、功能、革新。台北:三民書局。
蔡進雄(民82)。國民中學校長領導方式與教師組織承諾關係之研究。國立台灣師範大學教育研究所碩士論文,未出版。
鄭光甫、韋端(民87)。抽樣方法。台北:三民書局。頁143。
鄭彩鳳(民85)。競值途徑應用在高中職校長領導角色、組織文化與組織效能關係之研究。國立高雄師範大學教育研究所博士論文,未出版。
鄭錫鍇(民90)。知識管理對政府部門人力資源管理之影響分析。考銓,25,頁124-137。
賴文堅(民91)。高中職知識管理之評量工具發展與實證分析。國立政治學教育研究所博士論文,未出版。
濮世緯(民86)。國小校長轉型領導、教師制握信念與教師職業倦怠關係之研究。國立政治大學教育研究所碩士論文,未出版。
謝小芩(民77)。好學校的必備條件。教育資料文摘,126,4-13。
謝文全(民76)。教育行政-理論與實務。台北:文景出版社。
謝文全(民87)。道德領導─學校行政領導的另一扇窗。林玉体(主編),跨世紀的教育演變。台北:文景出版社。
鍾瑞國、鄭曜忠(民90)。知識管理在學校圖書館的應用。技術及職業教育,63,21-27。
簡西村、洪鑫泓、張伯齡(民90)。從成功案例看知識管理。資訊與電腦,246,104-109
貳、英文部分
Ainscow, M. (1991). Effective School for all. Maryland: Paul H. Brookes Publishing Co., Inc.
Albritton, R.L.(1993).Transformational VS.transactional leadership in university libraries: A test of the model and its relationship. Dissertation abstracts international ,54,05A,P.1587.
Allee, V. (1997). The knowledge evolution: Expanding organizational intelligence. Newton, MA: Butter worth-Heinemann.
American Productivity & Quality Center (1996). Knowledge management consortium becbmarking study: final report. Houston,Texas:American Productivity & Quality Center,p7.
Avolia, B. J. & Gibons, T. C. (1998). Developing transformational leaders: a life span approach, in Conger. J. A.and Kanungo, R. N. (Eds.), harismatic Leadership: the Elusive. Factor in Organizational.
Barberio, M. (1990). Organizational effectiveness, student alienation
Bass, B. M. (1985). Leadership and performance beyond expectations.
Bass, B. M. (1990). From transactional to transformational leadership: Lear-ning to share the vision. Organizational dynamics, winter. pp.19-31.
Beckman, T. J. (1999). The current state of knowledge management. In Liebowitz, J. (Eds). Knowledge management handbook. (pp.1-1—1-2). NY. : CRC press.
Borghoff, U. M., & Pareschi, R. (Eds.) (1998). Information technology for knowledge management. Berlin: Springer.
Brookover, W. B. & Lezottle, L. W. (1979). Change in school characteristics coincident with change in student achievement. East Lansing: Michigan state university, college of urban development.
Bryman, A. (1992). Charisma and leadership in organizations. London: Sage.
Bukowitz, W. R., & Williams, R. L.(1999). The knowledge management field book. London: Prentice Hall.
Burns, J. M. (1978). Leadership. New York: Harper and Row.
Cavanaugh, R. F, & Dellar, G. B. (1997) Towards a model of school culture. (ERIC document reproduction service No. ED 408 687)
Center for education research and innovation. (2000), Knowledge management in the learning society. Paris: OECD. P.39
Chapman, J. (1993). Leadership, management, and the effectiveness of schooling: arespose to Mr. Gradgrind. Journal of educational administration, 31(4), 4-18
Chatzkel, J. (1999). Enterprise intelligence world summit: Annual knowledge conference and expositon. Jouanal of knowledge management practice, January. Retrieved
Chui, H. S., Sharpe, F. G. & McCormick, J. (1996). Vision and leadership of principals in Hong Kong. Journal of educational administration, 34(3), p.p.30-48.
Conger, J. A. & Kanungo, R. N. (1988) Behavioral dimensions of charisma tic leadership. in Conger, J. A. and Kanungo, R . N. (Eds.), Charismatic Leadership: the Elusive Factor in Organizational Effectiveness. San Francisco Jossey-Bass.
Conley, D. T.& Goldman, P.(1994). Ten propositions for facilitative leadership. In J. Murphy & K. S. Louis (Eds.) Reshaping the principal ship: Insights from transformational reform efforts. Thousand Oaks,CA: Corwin Press, Inc.
Davenport & Prusak(1998). Working Knowledge:How organization manage what they know. Boston: Harvard Business Review. p.102
David skyrme associates (2000). Knowledge management assessment tool. Retrieved from: http://skyrme.com/tools/index.htm.
Davis, G. A. & Thomas, M. A.(1989). Effective school and effective teachers. Massachusetts: Allyn and Bacon. Dissertation abstracts international. (AAC 9705981 Pro0-Quest Dissertation Abstract)
Druskat, V. U. (1994). Gender and leadership style: Transformational and transactional leadership in the Roman Catholic Church. Leadership Prarterly, 5(2), p99-119.
Duffy, J. (2000). Knowkedge management: What every information professional should know. Information management journal, Jul, 10-16.
Earl, M. J. (1997). Knowledge as strategy: reflections on Skandia international and Shorko Films In L. Prusak (Ed.), Knowledge in organizations (pp.1-15). Newton, MA: Buytter worth-Heinemann.
Edmonds, R. R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-27.
Gaziel, H. H. (1992). Team management patterns and school effectiveness. European Journal of Education, 27(1), 153-163.
Gaziel, H. H. (1997). Impact of school culture on effectiveness of secondaryschoolswith schools with disadvantage students. The journal of educational research, 90(5), 310-318.
Gore, C. & Gore, E. (1999). Knowledge management: The way forward. Total quality management, 10(4&5), 554-560.
Groves, D. E. (1996). The effects of transformational leadership behavior of national blue ribbon secondary schools in Cuyahoga county Ohio UMI Microform 9701816.
Hargreaves, D. H. (1999). The knowledge-creating school. British journal of educational studies, 47(2), 122-144.
Harrison, J. A. (1998). School culture and school effectiveness in emergenes: Lessons from Israeli experience during the Gulf War. School effectiveness and school improvement, 9(2), 192-217
Hater, J. J. & Bass, B. M. (1988). Supervisors’ evaluation and subordinates’ haterperception of transformational and transactional leadership. Journal of applied psychology. November, P695-702.
Hedlund (1994). A model of knowledge management & the N-form corporation. Strategic management journal, 15, p.86.
House, R. J. (1977). A1967 theory of charismatic leadership. In J. G. Hunt & L. Larson (Eds.), Leadership: The cutting edge (189-207). Carbondale, IL: Sourthern Illinois University Press.
Hoy, W. K. & Miskel, C. G.(1987). Educational Administration: Theory, Research and Practice. N. Y.: Random House.
Jantzi, D. & Leithwood, K. (1996). Toward an explanation of variation in teacher’s perception of transformational school leadership Educational Administration. Quarterly 32. p512-538.
Knapp, E M. (1998). Knowledge management Business & Economic Review, 44(4), p3-6
Koh, W. L. K. (1991). An empirical validation of the theory of transformational leadership in secondary schools in Singapore. Dissertation Abstracts In ternational, 52, 02A, P602.
Leithwood, K. A. (1992). The move toward transformational leadership Educational leadership. 49(5), p8-12.
Levine, D. U. (1992). An Interpretive Review of US Research and Practice Dealing with unusually Effective Schools. In Reynolds, D. & Peter Cuttance(Eds), School Effectiveness Research, Policy and Practice. London: Cassell.
Liebowitz,J.&Wiocox,L.(eds).(1999).Knowledge Management and Its Integrative Elements. Boca Raton: CRC Press.
Marshall, C., Prusak, L. & Shpilberg, D. (1997). Financial risk and the need for superior knowledge management. In L. Prusak (Ed.), knowledge in organizations (pp.99-133). Woburn, MA: Butterworth-Heinemann.
Montana, J. C. (2000). The legal system and knowledge management. Information management Journal. Jul, 54-59.
Murphy, J. et al. (1985). School Effectiveness : A Conceptual Framework. The educational forum, 49(3), 361-374.
Nonaka I. & Takeuchi (1995). The knowledge-creating company: How Japanese companies, create the dynamics of innovation. New York: Oxford University Press. p.73
O’Dell, C. & Grayson, C. J. (1998). If only we knew what we know. New York: The free press.
Owens, R. G. (1991). Organizational behavior in education. Englewood cliff: Prentice Hall, inc. P.57.
Pavan, B. N. (1992). School effectiveness and engraded school. (ERIC Document Reproduction Service No. ED346608)
Peters, T. J. & Waterman, R. H. (1982). In search of excellence: Lessons from America’s Best-Run Companies. New York: Harper & Row.
Pickle, H. & Friendlander, F. (1967). Seven societal criteria of organizational success. Personnel psychology, 120.
Purkey, S. & Smith, M. (1983). Effective school: A review. The elementary school journal, 83, 427-452.
Reid, K., Hopkins, D. & Hooly, P. (1987). Towards the Effective School: The Problems and Some Solution. Oxford: Basil Blackwell.
Reynolds, D. (1992). School Effctiveness and School Improvement: An Updated Review of the British Literature. In Reyaolds, D. & Peter Cuttance (Ed.), School effctiveness research, policy and practice. London: Cassell.
Robbins S. P. (1993). Organizational behavior. Prentice-Hall, inc.6th.ed.
Robbins, S. P. (1992). Essentials of organizational behavior. New Jersey: Prentice Hall, Inc.
Robbins, S. P. (1998). Organizational behavior: concepts, controversies, and applications(8thed.). Upper Saddle River, NJ: Prentice-Hall.
Rogers, D. H. (1994). Perceived transformational leadership of elementary principals in effective schools. Dissertation abstracts international, 54, 08A, p2834.
Rousseau, D.M. (1988). The construction of climate in organizational research. In C. L. Cooper and I. Robertson(eds.). International review of industrial and organizational psycholology 1988. N. Y.: John Wiley & Sons Ltd.
Rowan, B. (1985). The assessment of school effectiveness. In regional, M. J. (Ed). Researching for excellence an effective schools source book. Washington: U.S. Government printing office.
Scheerens J. & Bosker R. ( 1997). The foundation of educational effectiveness. New York: Pergamon. p.9.
Scheerens, J. (1990). School effectiveness research and the development of process indicators of School functioning. School effectiveness and school improvement, 1(1), 72-80.
Sergiovanni, T. J. (1990a). Value-added leadership: How to get extraordinary performance in schools. San Diego: Harcourt brace jovanovich.
Sergiovanni, T. J. (1990b). Adding valure to leadership gets extraordinary results. Educational Leadership, 47(8), p.23-27.
Silins, H. C. (1992). The relationship between transformational and transactional leadership and school improvement. School effectiveness and school improvement, 5(3), P.272-298.
Stogdill, R. M. (1974). Handbook of leadership: A survey of the literature. New York: Free press.
Sveiby, K. E. (1997). The new organizational wealth: Managing & measuring knowledge-based assets. San Francisco: Berrett-Koehler.
Sveiby, K. E. (2000). What is knowledge management [WWW page]. URL http://www.sveiby.com.au/knowledge management.html (visited 4 Oct. 2000)
Torraco (1999). A theory of knowledge management. Paper presented at the academy of human resource development(AHRD)conference proceedings: Knowledge management. (ERIC document reproduction service No. ED 431948). p.4
Weber, G. (1971). Inner city children can be thought to read: Four successful school. washington, D. C.: council for basic edu.
West, M. K. (1996). A comparative study of school culture in one higher achieving and one lower achieving urban high school.
White, D. D.& Bednar, D. A. (1986). Organizstional behavior: Understanding and managing people at work. Newton, massa chusetts: Allyn and Bccon.
Wiig K. M. (1993). Knowledge management foundations: Thinking about thinking-How people and organizations create, represent, and use knowledge. Arlington, TX: Schema Press..p.20.
Wikstrom & Normann (1994). Knowledge and value: A new perspective on corporate transformation. N. Y.: Routledge.
Wing, K. M.(1993). Knowledge management foundations: Thinking about thinking: How people and organizations create,represent, and use knowledge. Arlington, TX: Schema Press.
Yukl, G. A. (1989). Leadership in organizations. Englewood Cliffs, NJ: Prentice-Hall.
Yukl, G. A. (1994). Leadership in organizations(2nded.). Englewood Coiffs , N.J.: Prentice-Hall.
Zammuto, R. F. (1982). Assessing organizational effectiveness: System change, adaptation, and strategy. N.Y.: State university of New York press.
Description: 博士
國立政治大學
教育研究所
88152503
91
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0088152503
Data Type: thesis
Appears in Collections:[教育學系] 學位論文

Files in This Item:

File Description SizeFormat
15250301.pdf78KbAdobe PDF1073View/Open
15250302.pdf103KbAdobe PDF1380View/Open
15250303.pdf185KbAdobe PDF1251View/Open
15250304.pdf204KbAdobe PDF1336View/Open
15250305.pdf320KbAdobe PDF1210View/Open
15250306.pdf2612KbAdobe PDF6156View/Open
15250307.pdf1960KbAdobe PDF1877View/Open
15250308.pdf3824KbAdobe PDF1941View/Open
15250309.pdf776KbAdobe PDF2010View/Open
15250310.pdf454KbAdobe PDF1766View/Open
15250311.pdf338KbAdobe PDF3054View/Open
15250312.pdf703KbAdobe PDF1459View/Open


All items in 學術集成 are protected by copyright, with all rights reserved.


社群 sharing