8-101研究生:楊進成
指導教授: 陳木金 博士
學位類別: 碩士
校院名稱: 國立台北師範學院
系所名稱: 國民教育研究所
學號: 8781002
學年度: 89
語文別: 中文
論文頁數: 280

論文題目及摘要(中文)

國民小學校長營造學習型組織與學校效能關係之研究 － 以台北縣為例

本研究旨在了解國民小學校長營造學習型組織與學校效能之現況，並根據研究結果提
出結論與建議。基於研究動機,本研究歸納以下七個研究目的：
一、探討國民小學校長營造學習型組織與學校效能的內涵及現況。
二、探討國民小學教師及校長不同背景變項在營造學習型組織之得分的差
　　異情形。
三、探討國民小學教師及校長不同背景變項在學校效能之得分的差異情
　　形。
四、探討國民小學教師及校長在營造學習型組織與學校效能上的積差相關
　　情形。
五、探討學習型組織得分之低、中、高三組教師及校長在學校效能得分的
　　差異情形。
六、探討國民小學教師及校長營造學習型組織對其學校效能的影響力。
七、根據研究結果，提出對目前國民小學行政、校長及教師的具體建議，
　　並作為國民小學校長營造學習型組織之參考。
　　為達上述目的，本研究首先從有關文獻中探討「學習型組織」與「學校效能」之理論
，並以之作為本研究之理論基礎，建構本研究之研究架構並導出研究問題，繼以自編之「
國民小學校長營造學習型組織與學校效能知覺調查問卷」實施問卷調查，蒐集相關資料。
研究對象以台北縣之公立國民小學現任校長、主任、組長、級任及科任教師為範圍，依學
校數及規模比例採取分層叢集取樣，共回收有效問卷689份。分別以因素分析、信度分析、
描述統計、t考驗、積差相關分析、單變量變異數分析、多變量變異數分析與事後多重比較
、線性結構相關分析等統計方法對研究資料進行分析，主要發現如下：
壹、教師部份：
一、本研究發現：教師在營造學習型組織量表各向度的得分高低依序為
　「自我超越」、「改善心智模式」、「系統性思考」、「組織學習」，
　在五點量表上得分為3.86分至4.19分之間，皆屬中上程度。
二、本研究發現：國民小學教師在學校效能量表得分高低依序為「行政領
　導」、「教師教學」、「公共關係」、「環境設備」、「學生表現」，
　在五點量表上得分為3.73分至4.03分之間，得分皆屬中上程度。
三、不同「年齡」、「服務年資」、「現任職務」、「學校所在地區」、
「學校規模」，的教師在營造學習型組織上的差異皆達顯著水準。
四、不同「年齡」、「最高學歷」、「服務年資」、「現任職務」、「學
　校歷史」、「學校所在地區」、「學校規模」的教師在學校效能上的差
　異皆達顯著水準。
五、就整體而言，營造學習型組織與學校效能間呈顯著正相關，亦即營造
　學習型組織得分較高的國小教師，其學校效能的得分也較高，換言之，
　其學校效能的實施情形也較好。
六、低、中、高三組教師在整體營造學習型組織及其各向度與整體學校效
　能、及其各向度上的差異皆達顯著水準。
七、在「營造學習型組織」至「學校效能」的主要徑路上，徑路係數高
　達.93，其t值為21.59，已達.001顯著水準。亦即「營造學習型組織」
　上游潛在變項對「學校效能」下游潛在變項有顯著的影響效果。
貳、校長部份：
一、本研究發現：國民小學校長營造學習型組織量表各向度的得分高低依
　序為「自我超越」、「改善心智模式」、「系統性思考」、「組織學
　習」，在五點量表上得分為4.23分至4.65分之間，皆屬良好程度。
二、本研究發現：國民小學校長在學校效能量表得分高低依序為「行政領
　導」、「公共關係」、「環境設備」、「教師教學」、「學生表現」，
　在五點量表上得分為4.17分至4.55分，得分皆屬良好程度。
三、不同「最高學歷」、「校長年資」、「學校所在地區」的校長在整體
　營造學習型組織及其各向度上的差異皆達顯著水準；不同「最高學歷」
　校長在「系統性思考」向度上的差異亦達顯著水準。
四、不同「性別」校長在學校效能的「環境設備」上，不同年齡校長在學
　校效能的「行政領導」上的差異皆達顯著水準。
五、就整體而言，營造學習型組織與學校效能間呈顯著正相關，亦即營造
　學習型組織較高的國小校長，其學校效能的得分也較高，換言之，其學
　校效能的實施情形也較好。
六、低、中、高三組校長在整體營造學習型組織及其各向度與學校效能及
　其各向度上的差異皆達顯著水準。
七、在「營造學習型組織」至「學校效能」的主要徑路上，徑路係
　數.91，其t值為8.12，已達.001顯著水準。亦即「營造學習型組織」上
　游潛在變項對「學校效能」下游潛在變項有顯著的影響效果。
　　最後根據研究結果、討論及結論，針對「教育行政機關」、「國民小學校長」、「教
師」及「未來相關研究」等四方面提出建議，期能提供行政研究及實務之參考。

論文題目及摘要(英文)

A study of the relationship between learning organization and school effectiveness managed by elementary school principals

　　The research is to realize the current situation of learning organization
and school effectiveness managed by the principal in the elementary school,and
to forward conclusions and suggestions according to the results. Based on the
motivations, it can be categorized into seven purposes:
1. to explore the content and current situation of learning organization and
school effectiveness managed by the principal in the elementary school.
2. to explore the score differences between the elementary principal and
teacher in managing learning organization under the variable of different
background.
3. to explore the score differences between the principal and the teacher in
school effectiveness under the variable of different background.
4. to explore the relationship between the principal and the teacher in
managing learning organization and school effectiveness.
5. to explore the score differences between the principal and the teacher in
school effectiveness, who score low, medium and high respectively in managing
learning organization.
6. to explore the influence of learning organization managed by the principal
and the teacher on school effectiveness.
7. to present, according to the results, constructive suggestions to the
administration, the principal and the teacher in the elementary school,serving
as a reference for the elementary principal in the management of learning
organization.
　　To achieve the aims mentioned above, the research starts from exploring
the theories of learning organization and school effectiveness through related
papers and articles, from which the fundamental theory is formed, the
framework constructed, and the research questions derived. In order to gather
related data and information, it is followed by sending out the
self-made questionnaire on “The cognition of the elementary principal in
terms of the management of learning organization and school effectiveness”.
The researcher intends to restrict the targets within the range of present
principals, directors, group leaders, homeroom and subject teachers,adopting
stratified cluster sampling by ratio of the school numbers and sizes.Thus, 689
valid copies are collected. After the data have been carefully studied by
using statistical methods of factor analysis, reliability analysis,descriptive
statistics, t test, product-moment correlation analysis, analysis of variance,
multivariate analysis of variance, afterwards hierarchical
comparison, linear structure correlation analysis, etc., the main discoveries
are as follows:
Ⅰ. About the teacher :
1. It is noted that on the five-point rating scale of managing
　learning organization, the teachers score between 3.86 and
　4.19 points, which is above the average, in Personal Mastery,
　Improving Mental Models,Systems Thinking and Organization
　Learning from high to low.
2.It is noted that on the five-point rating scale of school
　effectiveness,the teachers score above the average between
　3.73 and 4.03 points in Administration Leadership, Teaching
　Performance, Public Relations,Environmental Facilities, and
　Student Performance from high to low.
3.Different “age”, “seniority”, “present position”,
“school location” and“school size” all contribute to make
　a lot of difference in the teacher’s management of learning
　organization.
4. Different “age”, “education background”, “seniority”,
“present position”,“school history”, “school location”
　and “school size” all contribute to make a lot of
　difference in the teacher’s management of school
　effectiveness.
5.All things considered, learning organization and school
　effectiveness are positively correlated. That is to say, the
　elementary teacher who makes higher scores in learning
　organization scores higher in school effectiveness, too. On
　top of that, the teacher does a better job when he or she
　puts school effectiveness into practice.
6.Among the three groups of teachers who score low, medium, and
　high respectively, the score differences between completely
　managing learning organization and its items and total school
　effectiveness and its items are striking.
7.On the main access which leads “managing learning
　organization” to“school effectiveness”, the access
　coefficient is up to .93, and t value 21.59, reaching a high
　standard of 0.01. In other words, the upstream variable
“managing learning organization” has a strong influence on
　the downstream variable “school effectiveness”.
Ⅱ. About the principal :
1.It is noted that on the five-point rating scale of managing
　learning organization, the principals score between 4.23 and
　4.65 points,which is reasonably well, in Personal Mastery,
　Improving Mental Models, Systems Thinking, and Organization
　Learning from high to low.
2.It is noted that on the five-point rating scale of school
　effectiveness,the principals score reasonably well between
　4.17 and 4.55 points in Administration Leadership, Public
　Relations, Environmental Facilities,Teaching Performance, and
　Student Performance from high to low.
3.Different “education background”, “seniority”, “school
　location” all contribute to make a lot of difference in the
　principal’s management of learning organization. Different
“education background” also makes a lot of difference in the
　principal’s performance in Systems Thinking.
4.The principals of the opposite sexes perform quite ifferently
　in “Environmental Facilities” of school effectiveness, so
　do the principals of different age in “Administration
　Leadership” of school effectiveness.
5.All things considered, learning organization and school
　effectiveness are positively correlated. That is, the
　elementary principal who makes higher scores in learning
　organization scores higher in school effectiveness, too. In
　addition, the principal does a better job when he or she puts
　school effectiveness into practice.
6.Among the three groups of principals who score low, medium,
　and high respectively, the differences between completely
　managing learning organization and its items and total school
　effectiveness and its items are striking.
7.On the main access which leads “managing learning
　organization” to“school effectiveness”, the access
　coefficient is .91, and t value 8.12,reaching a high standard
　of 0.01. In other words, the upstream variable“managing
　learning organization” has a strong influence on the
　downstream variable “school effectiveness”.
　　Finally, based on the research results, discussion and conclusions,the
researcher advances the suggestions on
“Institute of Educational Administration”, “Elementary
School Principals”, “Elementary School Teachers” and “Related Researches
In The Future”, hoping that they can
be of referential value as far as administration research and practice are
concerned.

關鍵字：

1.國民小學校長 the principal in the elementary school
2.學習型組織 learning organization
3.學校效能 school effectiveness
4.自我超越 personal mastery
5.改善心智模式 improving mental models
6.建立共同願景 building shared vision
7.團隊學習 team learning
8.系統思考 systems thinking