桃園縣特色認證學校之內部行銷、組織創新氣氛與學校效能關係之研究

本研究旨在探討桃園縣特色認證學校之內部行銷、組織創新氣氛與學校效能之關係，研究以問卷調查法進行，取樣對象為96-100學年度通過桃園縣特色認證學校之教育人員，發出450份問卷，回收417份有效問卷，回收率達92.7﹪。經統計分析描述性統計、t檢定、單因子變異數分析、積差相關、逐步迴歸、徑路分析等，獲致以下研究結論：一、桃園縣特色認證教師對學校內部行銷、組織創新氣氛與學校效能現況感受良好，其中以｢有效溝通｣、｢充分資源｣、｢教師專業品質｣最受重視。二、學歷較高、擔任主任職務、學校歷史短、大型規模學校、認證年資久的特色認證學校之教育人員於內部行銷、組織創新氣氛、學校效能知覺程度較高，且具顯著差異。三、特色認證學校內部行銷、組織創新氣氛與學校效能之間總層面與各分層面皆具有正向相關。推展內部行銷有助於營造組織創新氣氛和提升學校效能；營造組織創新氣氛有助於提升學校效能。四、內部行銷、組織創新氣氛對學校效能具有顯著預測力。其中以「教育訓練」最具預測力。根據研究結果，提出永續性經營各校之特色教學活動、對特色學校應給予經費自主、辦理教師教育訓練課程，積極推展內部行銷、建立職務輪調及激勵制度、成立分享及對話的專業團隊等建議，期供教育行政機關、中小學校、教師及相關研究參考。

關鍵字

內部行銷；組織創新氣氛；學校效能

並列摘要

This study aims at investigating the relationship among internal marketing, organizational innovation climate and school effectiveness of the public elementary schools that had developed school's characterization and passed the Certification and Reward Plan of The School Characterization in Taoyuan from 2007 to 2011. A methodology of questionnaire survey was conducted in concluding following main findings 1. The teachers of elementary schools that had developed school's characterization take a positive attitude toward internal marketing, organizational innovation climate, and school effectiveness. While effective communication, sufficient resource and teacher professionalism are mostly well recognized. 2. Teacher as a director, with higher education degree, at short history, large size, long history of Characterization schools, perceives internal marketing, organizational innovation climate and school effectiveness significantly different. 3. Both individual level and collective level of the characterized schools are positively correlated among internal marketing, organizational innovation climate and school effectiveness. 4. Both internal marketing and organizational innovation climate have prominent prediction capability on school effectiveness, particularly on the aspect of educational training. According to the study results, the following suggestions are proposed as references to education administration, senior high schools, elementary schools, and teachers. They are (1) providing sustainable management of teaching activity based on school characterization, (2) providing adequate funding to the characterization school, (3) conducting educational training for teachers, (4) Actively promoting internal marketing, (5) establishing appropriate job rotation system and rewarding system, (6) establishing a professional team of sharing and dialogue and learning communities.