本研究旨在探討桃園縣國民小學學習型組織程度、教師專業成長與學校效能之關係,調查的對象為桃園縣所有公立國民小學編制內現職老師,有效樣本數為594 份。本研究採抽樣調查法,綜合文獻分析、問卷調查,得到以下結論: 一、在學校背景變項中,性別因素與學習型組織程度無顯著差異。 二、學校規模、城鄉差異、校長領導、組織氣氛、行政支持影響學習型組織程度。 整體的認知屬於正向。 三、教師專業成長以輔導管教層面得分最高。服務年資及職務對學校效能達顯著 差異。擔任主任在各個層面表現上得分最高。 四、「校長領導」、「組織氣氛」、「行政表現」、「專業成長」及「教育程度」, 對於學校效能的「語文成績表現」具有預測作用。 根據上述研究結果,提出幾點建議: 1. 持續推動學習型組織研習,提昇學校整體績效。 2. 加強校長學習型組織能力的培養;行政單位應制定適宜教師專業成長方案。 3. 行政宜充分與教師溝通;塑造學校知識共享文化。 4. 透過策略聯盟方式進行知識分享和教學經驗的交流。 關鍵詞:學習型組織;學校效能;教師專業成長
This study aimed to investigate the Taoyuan County elementary school learning organization level, teacher professional development and school effectivenes’s relationship, the survey targeted at public elementary schools, the sample size was 594. This study finds out the following conclusions: 1.The relationship between gender of learning organization is not significant. 2. School size, principal leadership, organizational climate, administrative support can perdict school performance. Teachers’ "professional development" “time”and "education" can predict school effectiveness. 3. The degree of learning organization was positively correlated with school effectivenes . Following are the suggestions: 1. Administrative units should develope suitable growth program and communicate with teachers to help teachers in professional growth. 2. Building education communities for teacher professional dialogue. Keywords:Learning organization; School effectiveness; Teacher professional development