國民小學組織氣氛、教師知識分享及 教師專業成長之關聯性研究 --以臺北縣為例

A Study on the Relationship among Organizational Climate, Teachers’Knowledge Sharing and Teachers’Professional Growth in Elementary School - Taipei County as an Example

石啟宏(Chi-Hung Shih)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700213

摘要

摘　　　　要
本研究的主要目的在於探討學校組織氣氛、教師知識分享及師專業成長三者間的關聯性。本研究採問卷調查法，調查的對象為臺北縣現職的國民小學教師，問卷回收率為68%，有效樣本數為462位教師。使用工具為「國民小學組織氣氛、教師知識分享及教師專業成長情形調查問卷」，並以網路為施測平臺。經百分比同質性考驗、單因子變異數分析、逐步多元迴歸分析、淨相關、階層迴歸分析、複迴歸分析及路徑分析。得致以下結果：
一、 臺北縣國民小學組織氣氛以開放型氣氛為最多；教師知識分享及教
師專業成長的現況均屬中上程度。
二、 不同年齡、服務年資、擔任職務及學校規模的教師對組織氣氛的知覺有顯著差異
三、 不同年齡、教育程度、服務年資、擔任職務、學校規模、學校地區、創校歷史之教師，在教師知識分享的全部或部份層面達到顯著差異。
四、 不同年齡、教育程度、服務年資、擔任職務及創校歷史之教師，在教師專業成長的全部或部份層面達到顯著差異。
五、 不同的組織氣氛類型在教師知識分享各層面均達到顯著水準。
六、 不同的組織氣氛類型在教師專業成長各層面均達到顯著水準。
七、 整體教師知識分享對整體教師專業成長有顯著的預測力。
八、 教師知識分享在組織氣氛與教師專業成長間具有顯著的中介效果。
九、 組織氣氛、教師知識分享與教師專業成長之路徑模式符合。

關鍵字

知識分享 ； 專業成長 ； 組織氣氛

並列摘要

Abstract
The purpose of this study is to explore the relationships among organizational climate, teachers’ knowledge sharing and teachers’ professional growth in elementary school. Subjects were sampled from public elementary schools in Taipei county. The questionnaires were administered on the network platform. The return rate was 68% and the valid sample was 462 teachers. The questionnaire was constructed into three subsets: organizational climate, teachers’ knowledge sharing and teachers’ professional growth. The statistics used in the present study were ANOVA, χ2 , multiple regression, and SEM analysis. The results were as the following:

1. The most frequent type of organizational climate was the open climate. There were middle to high level degree of teachers’ knowledge sharing and teachers’ professional growth.
2. There were significant differences in organizational climate in terms of the teachers’ demographic variables such as age, serving years, positions, and school’s size.
3. There were significant differences in teachers’ knowledge sharing in terms of the teachers’ demographic variables such as age, educational level, serving years, positions, school’s size, school’s area and school’s history.
4. There were significant differences in teachers’ professional growth in terms of the teachers’ demographic variables such as age, educational level, serving years, positions and school’s history.
5. There were significant differences in teachers’ knowledge sharing in terms of different types of organizational climate.
6. There were significant differences in teachers’ professional growth in terms of different types of organizational climate.
7. Teachers’ professional growth. could be predicted by teachers’ knowledge sharing (R2 = 0.498).
8. Teachers’ knowledge sharing had the significant mediator effect between organizational climate and teachers’ professional growth.
9. The causal path model of teachers’ knowledge sharing , organizational climate and teachers’ professional growth was validated by SEM (χ2 =91.56, p=0.3).

並列關鍵字

organizational climate ； teachers' knowledge sharing ； teachers' professional growth

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