國小教師團體凝聚力與組織效能關係之研究－教師專業發展之中介效果－

A Study of the Relationship between Group Cohesiveness and Organization Effectiveness in Elementary Schools -The Mediating Effect of Teachers' Professional Development

林湘芸(Hsiang-Yun Lin) ； 黃靖文(Jing-Wen Huang)

《師資培育與教師專業發展期刊》 12卷1期 (2019/04) Pp. 83-102

https://doi.org/10.3966/207136492019041201004

摘要

教師專業發展是否會影響教師之間的團體凝聚力與學校組織效能，是值得關注的重要議題。本研究目的主要探討國小教師的團體凝聚力、教師專業發展與組織效能之間的關係，以高雄市學年度公布之各級學校統計資料的公立國小教師為研究對象，採用問卷調查的方式蒐集資料，以結構方程模式進行資料分析。本研究結果發現團體凝聚力對於教師專業發展與組織效能有正向且顯著的影響；教師專業發展對組織效能有正向且顯著的影響；本研究進一步論證教師專業發展在團體凝聚力與組織效能之間的關係扮演中介角色。

關鍵字

教師專業發展 ； 組織效能 ； 團體凝聚力

並列摘要

As it is worthwhile to explore the issue of how teachers' professional development influences group cohesiveness and school organization effectiveness, this study probed into the relationships among group cohesiveness, teachers' professional development, and organization effectiveness in elementary schools. A questionnaire survey was conducted to collect data from a sample of public elementary school teachers based on statistical data published by the Education Bureau of Kaohsiung City Government. The results indicated that group cohesiveness had a positive and significant influence on teachers' professional development and organization effectiveness. Teachers' professional development also had a positive and significant influence on organization effectiveness. This study further demonstrated the mediating effect of teachers' professional development on the relationship between group cohesiveness and organization effectiveness.

並列關鍵字

teachers' professional development ； organization effectiveness ； group cohesiveness

參考文獻

張媛甯、邱美雲（2010）。臺南市國民小學教師專業成長與學校效能關係之研究。學校行政雙月刊，69，63-82。doi:10.6423/HHHC.201009.0063[Chang, Y. N., & Chiou, M. Y. (2010). A study of the relationship between teachers' professional growth and school effectiveness in Tainan elementary schools. School Administrators, 69, 63-82. doi:10.6423/HHHC.201009.0063]

曾榮祥、黃詩媛、 常雅珍、余毓琦（2015）。兒童課後照顧教師運用班級團體動力之困境與可行策略探究。人文社會科學研究，9（2），121-144。doi: 10.6284/NPUSTHSSR.2015.9(2)6[Tseng, J. H., Huang, S. Y., Chaung, Y. J., & Yu, Y. C. (2015). A study of problems and feasible strategies of the after-school teachers' classroom management by using group dynamics. NPUST Humanities and Social Science Research, 9(2), 121-144. doi: 10.6284/NPUSTHSSR.2015.9(2)6]

秦夢群、莊清寶（2012）。臺灣國民小學特色學校創新經營及其學校效能關係之探討。教育政策論壇，15（2），163-192。doi:10.3966/156082982012051502006[Chin, M. C., & Chuang, C. P. (2012) .The relationship between school innovative management and school effectiveness: A study on the specialist schools in Taiwan. Educational Policy Forum,15(2), 163-192. doi:10.3966/156082982012051502006]

Alobiedat, A. (2011). The effectiveness of the school performance, by using the total quality standards within the education district of Al-Petra province, from the perspective of the public schools' principals and teachers. International Education Studies, 4 (2), 31- 40. doi:10.5539/ies.v4n2p31

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. doi:10.1037/0022-3514.51.6.1173