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題名 國民小學組織結構、組織承諾與學校效能關係研究
作者 劉春榮
貢獻者 毛連塭<br>林邦傑
劉春榮
關鍵詞 組織結構
組織承諾
學校效能
Organizational stucture
Organizational commitment
Effectiveness
日期 1993
上傳時間 2016-05-11
摘要 本研究旨在探討國民小學學校組織結構、組織承諾與學校效能的關係；其次比較分析教師人口變項類別、學校環境變項類別在學校組織結構、組織承諾及學校效能上的差異；並尋找有效預測學校效能的變項。
     研究採問卷調查法，以自編「國民小學組織結構量表、國民小學組織承諾量表及國民小學學校效能量表三部份。受試包括臺灣地區190所公立國民小學的1415名教師，問卷回收率達71 80%。回收問卷經統計處理，獲得以結論：
     一、學校組織結構正式式、專門化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。
     二、學校組織結構集中化、傳統化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈低的現象。
     三、學校組織承諾其認同程度、努力意願、留職傾向或整體組織承諾愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。
     四、學校組織結構正式化、專門化愈高，則學校組織承諾不論在認同程、努力意願、留職傾向及整體學校組織承諾均有愈高的現象。
     五、學校組織結構集中化、傳統化愈高，則學校組織承諾不論在認同程度、努力意願、留職傾向及整體學校組織承諾均有愈低的現象。
     六、我國國民小學學校組織結構整體而言：其正式化及專門化程度頗高；而集中化及傳統化程度較低。高低排序依次為專門化、正式化、傳統化、集中化。
     七、我國國民小學學校組織承諾整體而言：不論在認同程度、努力意願、留職傾向及整體組織承諾均相當不錯。其高低排序依次為努力意願、整體組織承諾、留職傾向、認同程度。
     八、我國國民小學學校效能整體而言：校長領導、課程與教學、學生行為表現較佳；而學生學習表現、學習環境、行政溝通及整體學校效能次之。其高低排序依次為校長領導、課程與教學、學生行為表現、學生學習表現、學習環境、整體學校效能、行政溝通。
     九、不同的教師人口變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。
     十、不同的學校環境變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。
     十一、學校效能的預測由於分量表不同，而其有效的預測變項亦有所差異。整體來講，認同、正式化、集中化、專門化、傳統化，一般大學畢業的教師、性別、兼任組長的教師、創校10-20年的學校、13-14班的學校及留職傾向，能有效預測學校整體效能。但各變項的預測力不同，且影響的方向也不一樣。
     根據研究所得，本研究分別對教育行政機關、學校行政單位、學校校長及教師與未來研究者提出建議。
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描述 博士
國立政治大學
教育學系
資料來源 http://thesis.lib.nccu.edu.tw/record/#G91NCCV7422012
資料類型 thesis
dc.contributor.advisor 毛連塭<br>林邦傑zh_TW
dc.contributor.author (作者) 劉春榮zh_TW
dc.creator (作者) 劉春榮zh_TW
dc.date (日期) 1993en_US
dc.date.accessioned 2016-05-11-
dc.date.available 2016-05-11-
dc.date.issued (上傳時間) 2016-05-11-
dc.identifier (其他 識別碼) G91NCCV7422012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/96462-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description.abstract (摘要) 本研究旨在探討國民小學學校組織結構、組織承諾與學校效能的關係；其次比較分析教師人口變項類別、學校環境變項類別在學校組織結構、組織承諾及學校效能上的差異；並尋找有效預測學校效能的變項。
     研究採問卷調查法，以自編「國民小學組織結構量表、國民小學組織承諾量表及國民小學學校效能量表三部份。受試包括臺灣地區190所公立國民小學的1415名教師，問卷回收率達71 80%。回收問卷經統計處理，獲得以結論：
     一、學校組織結構正式式、專門化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。
     二、學校組織結構集中化、傳統化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈低的現象。
     三、學校組織承諾其認同程度、努力意願、留職傾向或整體組織承諾愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。
     四、學校組織結構正式化、專門化愈高，則學校組織承諾不論在認同程、努力意願、留職傾向及整體學校組織承諾均有愈高的現象。
     五、學校組織結構集中化、傳統化愈高，則學校組織承諾不論在認同程度、努力意願、留職傾向及整體學校組織承諾均有愈低的現象。
     六、我國國民小學學校組織結構整體而言：其正式化及專門化程度頗高；而集中化及傳統化程度較低。高低排序依次為專門化、正式化、傳統化、集中化。
     七、我國國民小學學校組織承諾整體而言：不論在認同程度、努力意願、留職傾向及整體組織承諾均相當不錯。其高低排序依次為努力意願、整體組織承諾、留職傾向、認同程度。
     八、我國國民小學學校效能整體而言：校長領導、課程與教學、學生行為表現較佳；而學生學習表現、學習環境、行政溝通及整體學校效能次之。其高低排序依次為校長領導、課程與教學、學生行為表現、學生學習表現、學習環境、整體學校效能、行政溝通。
     九、不同的教師人口變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。
     十、不同的學校環境變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。
     十一、學校效能的預測由於分量表不同，而其有效的預測變項亦有所差異。整體來講，認同、正式化、集中化、專門化、傳統化，一般大學畢業的教師、性別、兼任組長的教師、創校10-20年的學校、13-14班的學校及留職傾向，能有效預測學校整體效能。但各變項的預測力不同，且影響的方向也不一樣。
     根據研究所得，本研究分別對教育行政機關、學校行政單位、學校校長及教師與未來研究者提出建議。		zh_TW
dc.description.tableofcontents 第一章緒論..........1
     第一節研究動機與目的..........1
     第二節研究問題與假設..........5
     第三節名詞釋義..........6
     第二章文獻探討..........9
     第一節組織結構的理論與研究..........9
     第二節組織承諾的理論與研究..........38
     第三節學校效能的理論與研究..........59
     第四節組織結構、組織承諾與學校效能間的關係..........97
     第三章研究方..........111
     第一節研究架構..........111
     第二節研究對象..........113
     第三節研究工具..........115
     第四節實施程序..........127
     第五節資料處理..........129
     第四章研究結果與討論(一)..........131
     第一節不同的國小學校組織結構在學校效能上之比較分析與討論..........131
     第二節不同的國小學校組織承諾在學校效能上之比較分析與討論..........145
     第三節不同的國小學校組織結構在學校組織承諾上上之比較分析與討論..........159
     第四節我國國民小學整體學校組織結構、學校組織承諾及學校效能之分析與討論..........172
     第五章研究結果與討論(二)..........177
     第一節不同的教師人口變項類別在學校組織結構上之比較分析與討論..........177
     第二節不同的教師人口變項類別在學校組織承諾上之比較分析與討論..........186
     第三節不同的教師人口變項類別在學校效能上之比較分析與討論..........196
     第四節不同的學校環境變項類別在學校組織結構上之比較分析與討論..........211
     第五節不同的學校環境變項類別在學校組織承諾上之比較分析與討論..........218
     第六節不同的學校環境變項類別在學校效能上之比較分析與討論..........225
     第七節不同的教師人口變項類別、不同的學校環境變項類別、學校組織結構、學校組織承諾對學校效能的預測作用....................235
     第六章結論與建議..........247
     第一節結論..........247
     第二節建議..........253
     參考資料..........261
     中文部份..........261
     英文部份..........269		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G91NCCV7422012en_US
dc.subject (關鍵詞) 組織結構zh_TW
dc.subject (關鍵詞) 組織承諾zh_TW
dc.subject (關鍵詞) 學校效能zh_TW
dc.subject (關鍵詞) Organizational stuctureen_US
dc.subject (關鍵詞) Organizational commitmenten_US
dc.subject (關鍵詞) Effectivenessen_US
dc.title (題名) 國民小學組織結構、組織承諾與學校效能關係研究zh_TW
dc.type (資料類型) thesisen_US
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     秦夢群(民77 )教育行政理論與應用。台北市:五南圖書出版公司。
     馬傑明(民68 )組織階層化之研究。政治大學公共行政所碩士論文。
     郭丁榮譯(民80 )明茲伯格結構架構概述一兼評學校組織的特
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     梁瑞安(民79 )國小教師組織溝通、角色壓力與組織承諾關係
     之研究。高雄師範大學教育所碩士論文。
     曹萃翎(民73 )我國企業界技術專業人員離職意願之探討。政
     治大學企業管理所碩士論文。
     曹慧玲(民77 )我國民營企業會計人員組織承諾與專業承諾之
     研究。政治大學會計所碩士論文。
     陸鵬程(民70 )大台北地區加油站員工工作滿足及組織承諾之
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     教育部(民81 )中華民國教育統計。台北市:教育部。
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     張水金(民80 )美國教育目標。(未出版)
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     陳金水(民78 )國民中學教師制握信念、工作經驗與組織承諾
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     陳明璋(民71 )組織效能及其決定因素關係之研究。政治大學
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     陳奎熹(民68 )學校組織之社會學分析。師大教育所主編:教
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     陳淑娟(民77 )過度辨正效果之研究一酬賞種類、酬賞方式、
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     陳淑嬌(民78 )國民中學校長領導型式、教師工作投入與組織
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     陳惠雯(民74 )職業婦女的個人需求、上司的權力基礎與組織
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     張德銳(民81 )國民小學校長行政表現、組織氣氛、組織效能
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     張潤書(民79 )行政學。台北市:三民書局。
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     湯志民(民80 )台北市國民小學學校建築規畫、環境知覺與學
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     彭文賢(民75 )結構設計與組織效能的關係0 公共政策學報，
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     彭剛力(民70 )認識組織承諾。幼獅月刊，頁32-37 。
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     黃昆輝(民77 )教育行政學。台北市:東華書局
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     黃炳煌(民75 )從美國教育改革趨向展望我國教育的革新。載
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     黃瑞祺(民70 )結構功能論選讀。台北市:巨流出版社。
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     葉啟政(民71 )結構、意識與權力:對社會結構概念的檢討。
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     楊煥烘(民77 )國小校長領導型式與教師成熟度之配合對教師
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     楊濟華(民75 )我國環境保護機關組織效能之研究。中興大學
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     廖素華(民67 )國小校長領導方式、教師人口特質與教師工作
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     劉春榮、林建平、張蘭婉(民73 )生活中的人際關係。台北
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     鄭得臣(民74 )領導型態、角色壓力、核心生活興趣與組織承
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     鄭進了(民79 )國民小學校長運用權力策略、行政溝通行為與
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     鄭燕萍(民76 )教育的功能與效能。香港:廣角鏡出版有限公司。
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     謝文豪(民80 )組織理論的類別與教育組織理論的研究。初等
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