8-106研究生:郭慶發 (Guocf, Chinp-Fa)

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: 8881022
學年度: 89
語文別: 中文
論文頁數: 244

論文題目及摘要(中文)

國民小學學校規模、組織鬆散結合程度與學校效能關係之研究

本研究旨在了解國民小學學校規模、組織鬆散結合程度與學校效能之現況，並根據研究所
得的結果，提出結論與建議。基於本研究
的三個研究動機，歸納出以下五項的具體研究目的。
一、了解不同學校規模的國民小學在組織鬆散結合程度的差異情形。
二、了解不同學校規模的國民小學在學校效能的差異情形。
三、了解低中高不同的國民小學學校組織鬆散結合程度在學校效能的
　 差異情形。
四、了解國民小學學校組織鬆散結合程度對學校效能的影響情形。
五、綜合本研究之結果，歸納提出建議事項，供教育行政機關，國民
小學校長，師資培育機構及未來研究之參考。
　為達到上述研究目的，本研究首先從國內外有關文獻中探討「學校規模」、「組織鬆散
結合程度」與「學校效能」之理論，並將之做為本研究之理論基礎，建構出本研究之研究
架構與研究指標，導引出研究問題，隨後以自編的「國民小學學校經營狀況研究調查問卷-
組織鬆散結合程度問卷與學校效能問卷」實施問卷調查，蒐集相關資料。本研究對象以臺
北縣、臺北市、基隆市、桃園縣等四縣市之公立國民小學校長、主任、組長、級任導師、
科任教師為範圍，並且依照學校班級數比率採取分層叢集取樣，共回收有效問卷644份。分
別以因素分析、信度分析、描述統計、t考驗、變異數分析與事後多重比較、線性結構分析
等統計方法對研究資料進行分析，經研究分析之後主要發現如下：
一、國民小學學校組織鬆散結合程度部份：
　本研究發現：教師在組織鬆散結合程度量表各向度的得分高低依序為「組織資訊網流通
程度」、「組織專業自主與凝聚力」、「組織決策與授權情形」、「組織成員統觀洞察能
力」、「組織規則與規範程度」、「組織溝通與協調程度」、「組織評鑑制度」、「組織
計畫參與程度」、「組織資源供應情形」等九個向度，在五點量表上得分的平均數為18.68
分至20.03分之間，應屬中上程度。
二、國民小學學校效能部份：
本研究發現：教師在學校效能量表各向度的得分高低依序為「學校氣氛」、「學校行政領
導」、「學校環境建築設備」、「教師教學效能」、「社區家長支持」、「學生整體表現
」等六個向度上，在五點量表上得分的平均數為15.51分至16.39分之間，應屬中上程度。
三、不同學校規模的國民小學在學校組織鬆散結合程度部份：
本研究發現：就學校規模不同的國民小學在學校組織鬆散結合
程度情形，24班以下學校組織緊密度優於25班-72班學校；24班以下學校組織緊密度優於73
班以上學校，都達到顯著差異。25班-72班學校與73班以上學校無顯著差異。換言之，24班
以下學校組織鬆散結合程度低於25班-72班學校；24班以下學校組織鬆散結合程度低於73班
以上學校，都達到顯著差異。然而25班-72班學校組織鬆散結合程度與73班以上學校無顯著
差異。
四、不同學校規模的國民小學在學校效能的部份：
　本研究發現：就學校規模不同的國民小學在學校效能情形，24班以下學校的學校效能優
於25班-72班學校；24班以下學校的學校效能優於73班以上學校，都達到顯著差異。然而25
班-72班學校的學校效能與73班以上學校的學校效能，無顯著差異。
五、低中高三種不同學校組織鬆散結合程度在學校效能的情形：
　本研究發現：低中高三種不同學校組織鬆散結合程度在學校效能的整體情形，三者相互
之間都達到顯著差異。換言之，低分組（組織鬆散結合程度高者）學校效能低於中分組（
組織鬆散結合程度中者）；低分組（組織鬆散結合程度高者）學校效能低於高分組（組織
鬆散結合程度低者）；中分組（組織鬆散結合程度中者）學校效能低於高分組（組織鬆散
結合程度低者）。
六、就學校組織鬆散結合程度與學校效能的影響情形部份：
　本研究發現：兩者的主要徑路上，徑路係數為0.99，其t值為15.14，已達顯著水準。亦
即「學校組織鬆散結合程度」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「國民小學校長」、「教育行政機關」、「師資
培育機構」等三方面提出建議，期能提供行政研究及實務之參考暨望「理論」與「實務」
的結合，提昇國內研究水準。

論文題目及摘要(英文)

The purpose of this research is to realize the current status of the scale of
elementary schools, organizational loose coupling and school effectiveness,
and to put a conclusion and suggestion from the overcome of research. Based on
three incentives of study, it is summed up to five concrete objects of
research below:
1.　 To realize the difference of organizational loose coupling among
different-size elementary schools.
2.　 To realize the difference of school effectiveness among different-size
elementary schools.
3.　 To realize the difference of school effectiveness among low-level, middle-
level and high-level organizational loose couplings of elementary schools.
4.　 To realize the influence of the organizational loose coupling of
elementary schools on school effectiveness.
5.　 To put a conclusion from the overcome of this research and further
propose suggestions for the reference of educational administrative agencies
or principals of elementary schools or training institutions for teachers.
For attaining the above-mentioned objects, this research starts its initial
study at "School Scale", "Organizational Loose Coupling" and "School
Effectiveness" through the source of domestic or foreign reference materials.
The main structure and index of this research work is formed by the theoretic
ground of the said three topics for further inducting its question points.
Following to the forming of research structure, it will be supported by a self-
made questionnaire in the topics of elaboration status of elementary schools,
organizational loose coupling and school effectiveness, and collecting other
referred materials. The test objects of questionnaire are set at principals,
directors, section chiefs, class teachers and course teachers of public
elementary schools located in Taipei County, Taipei City, Keelung City and
Taoyuan County and its sampling is made according to the rating of class
number of schools. Eventually, it totals receiving 644 copies in feedback.
This work is concluded in the statistic analysis of research sources including
component analysis, reliability analysis, description statistics, "t" test,
one-way ANOVA, comparison analysis and linear structural analysis. Through
this statistic analysis, the outcome is as following:

1.With regard to the organizational loose coupling of elementary schools:
It is found that the items listed in the Q-Plot of teacher to organizational
loose coupling scoring from high to low are in order: " Circulation Status of
Organizational Information Network", "Organizational Professional Autonomy", "
Status of Organizational Decision-Making and Authorization", "Comprehensive
Insight Ability of Organization Personnel", "Organizational Rules and
Standards", "Organizational Communication and Coordination", "Organizational
Evaluation System", "Participation of Organization Planning" and "Provision of
Organizational Resource". Their score in 5-point Q-Plot is average between 18.
68 and 20.03, ranged at the middle-upper level.

2.With regard to school effectiveness of elementary schools:
It is found that the items listed in the Q-Plot of teacher to school
effectiveness scoring from high to low are in order: "School Atmosphere", "
School's Administrative Leadership", "School's Environment and Facilities", "
Teacher's Teaching Effectiveness", "Parental Support from Community" and "
Student's Comprehensive Performance". Their score in 5-point Q-Plot is average
between15.51 and 16.39, ranged at the middle-upper level.

3.With regard to organizational loose coupling of different-size elementary
schools:
It is found that in organizational tight, the schools with below 24 classes
are better than those with 25-72 classes, and the schools with below 24
classes are also better than those with over 73 classes. The difference shown
in the said two examples is quite obvious. But the difference shown in the
schools with 25-72 classes and the schools with over 73 classes is not much.
It means that in the level of loose coupling in schools, the schools with
below 24 classes are lower than those with 25-72 classes, and the schools with
below 24 classes are also lower than those with over 73 classes. The
difference shown in the said two examples is quite obvious. But the difference
shown in the schools with 25-72 classes and the schools with over 73 classes
is not much.

4.With regard to school effectiveness of different-size elementary schools:
It is found that in school effectiveness, the schools with below 24 classes
are better than those with 25-72 classes, and the schools with below 24
classes are also better than those with over 73 classes. The difference shown
in the said two examples is quite obvious. But the difference shown in the
schools with 25-72 classes and the schools with over 73 classes is not much.

5.With regard to school effectiveness of low-level, middle-level and high-
level organizational loose couplings:
It is found that the difference shown in low-level, middle-level and high-
level organizational loose couplings is quite obvious. It means that in school
effectiveness, low-score group (high-level organizational loose coupling) is
lower than middle-score group (middle-level organizational loose coupling) and
high-score group (low-level organizational loose coupling), and middle-score
group (middle-level organizational loose coupling) is lower than high-score
group (low-level organizational loose coupling).

6.With regard to the influence of organizational loose coupling on school
effectiveness:
It is found that the track coefficient is 0.99 and the "t" value is 15.14 from
the main track of organizational loose coupling and school effectiveness,
showing it has been over the level required. It means that the potential
change components in the upper course of organizational loose coupling is
giving a great influence on the potential change components in the lower
course of school effectiveness.
This study work is finalized at proposing suggestions in the three aspects of "
Principals of elementary schools", "Educational administrative agencies" and "
Training institutions for teachers" for the expectation of the combination in
theory and practice and the advance of the quality of our domestic research
further.

　Keywords：Elementary School，School Scale or Size，Organizational Loose
Coupling，School Effectiveness. 　　.

關鍵字：

1.國民小學
2.學校規模
3.組織鬆散
4.學校效能