【論文摘要】國民中學組織結構與組織效能關係之研究

PURPOSE. The purposes of this study were: (1) to review theories and empirical studies dealing with organizational structures and effectiveness, on which this study was based; (2) to survey the conditions of and to explore the relationships between organizational and effectiveness of junior high schools; (3) to make recommendations from this study to be helpful to the improvement of the administration of junior high schools. METHODOLOGY. Organizational structures and effectiveness of schools were conceived as multi-dimensional constructs. The former included six dimensions; Specialization, Standardization, Formalization, Centralization, Traditionalism, and Configuration. The latter comprised three dimensions; Job Satisfaction, Central Life Interests, and Overall Organizational Effectiveness. Except that Configuration was expressed in the form of Organizational charts of schools, dimensions of both structures and effectiveness were determined by teachers' responses to questionnaires. The sample consisted of 775 junior high school teachers representing 82% of the total 947 teachers among whom questionnaires were distributed. The sample came from 84 schools that were selected by school location, including urban, rural, and outlying areas. Questionnaires were mailed to 75 schools, 68 of which responded. In 9 schools visited, a self-administered questionnaire method was used while principals and teachers were interviewed, The major statistical techniques employed were Pearson product-moment correlation, T-test, one-way ANOVA, and stepwise multiple regression analysis. FINDINGS. (1)The Configuration of schools reflected some characteristics of bureaucracy, such as hierarchy of offices, specialization, and rules. (2) Dimensions of organizational structures were significantly correlated, but varied independently. (3) Dimensions of organizational structures were related to school location variable. (4) Dimensions of organizational structures, except specialization, were related to school size variable. (5) The degree of teachers' Job Satisfaction was more than moderate. Teachers having longer, years of experience, lower degree earned, assuming administration work, teaching in outlying and small size schools, reported higher Job Satisfaction than their counterparts. (6) The degree of teachers' job-oriented Central Life Interests was more than moderate. Teachers having longer years of experience, lower degree earned, assuming administration work, reflected higher job-oriented Central Life Interests than their counterparts. (7) The degree of schools' Overall Organizational Effectiveness was medium. Teachers having longer years of experience, lower degree earned, assuming administration work, teaching in outlying and small size schools, perceived higher Overall Organizational Effectiveness than their counterparts. (8) Dimensions of school effectiveness were positively correlated. (9) There were significant relationships between dimensions of organizational structures and those of school effectiveness. (10) Dimensions of organizational structures of schools accounted for more variance (41%) in Overall Organizational Effectiveness than in Job Satisfaction (9%) and in Central Life Interests (5%). RECOMMENDATIONS. Based on the findings, some recommendations were submitted. (1) to enhance the communication and coordination among administrative offices and divisions of junior high schools. (2) to take feasible administrative measures according to the characteristics of effective schools-higher Formalization, higher Standardization, higher Specialization, lower Centralization, and lower Traditionalism. (3) to balance the establishment of schools in location and to regulate the size of schools. (4) to apply multiple criteria in the evaluation of performance of schools. (5) to adjust the positions and jobs of teachers in order to enlist broad participation in schools' decision makings. (6) to strengthen the guidance of student teachers. (7) to improve the welfare of teachers. (8) to encourage in-service education so as to guide teachers' life interests, to cope with the continuous progress of the professional knowledge, and thereby to facilitate the innovations of schools.

並列關鍵字

無資料

國際替代計量

未授權

主題瀏覽