台南縣、市國民中學之學習文化、知識管理與教師教學效能關係之研究─以校長知識領導為干擾變項

The Relationships among School Learning Culture, Knowledge Management, and Teachers’ Teaching Effectiveness at Junior High Schools in Tainan City and County: Principals’ knowledge Leadership as a Moderating Variable

沈千暉(Chien-Huei Shen)

指導教授 ： 李元墩

共同指導教授 ： 陳璧清

長榮大學/管理學院/高階管理碩士在職專班(EMBA)/碩士(2010年)

https://doi.org/10.6833/CJCU.2010.00026

摘要

本研究主要目的在瞭解台南縣、市國民中學學校的學習文化、知識管理及教師教學效能的現況，進而探討三者之間的關係，藉以提供給教育行政單位和教師個人以及未來研究者之參考。
本研究引用學校學習文化量表、知識管理量表以及教師教學效能量表，以台南縣市公立國民中學之現職教師為研究對象，共抽取38所公立國民中學教師，寄出1,715份問卷，回收有效問卷679份；再採取變異數分析、迴歸分析、皮爾森相關、層級迴歸等統計方法加以驗證本研究假設。根據分析結果歸納出研究結論如下：

一、學校學習文化與知識管理之間有顯著正相關；
二、學校學習文化對知識管理有顯著正向影響；
三、知識管理與教師教學效能之間有顯著正相關；
四、知識管理對教師教學效能有顯著正向影響；
五、校長知識領導與教師教學效能之間有顯著正相關；
六、校長知識領導對教師教學效能有顯著正向影響；
七、校長知識領導和知識管理的交互作用對於教師教學效能有部份影響；
八、學校學習文化會透過知識管理之中介作用而影響教師教學效能；
九、學校學習文化、知識管理與校長知識領導構念在學校基本變項上存在顯著差異；
十、教師教學效能在教師個人基本變項上沒有顯著差異。
最後並針對研究結果對教育行政單位和教師個人以及未來研究者提出建議。

關鍵字

學校學習文化 ； 知識管理 ； 知識領導 ； 教學效能 ； 國民中學

並列摘要

The purpose of this study was to investigate the current status of school learning culture, knowledge management, teachers’ teaching effectiveness among junior high schools in Tainan City and County.
To achieve the above-mentioned study purpose, a questionnaire combined with the scales of school learning culture, knowledge management, and teachers’ teaching effectiveness, was used as the research instrument to collect the data for study. The subjects of this study were current teachers among 38 public junior high schools randomly sampled from all the public junior high schools in Tainan City and County. Among the total of 1,715 questionnaires, 679 valid ones were used in this research. Diverse statistical methods, including ANOVA, simple-regression analysis, Pearson correlation as well as hierarchical regression analysis, were adopted to analyze the collected data. The results are as follows.

1. There is a significant and positive correlation between school leaning culture and knowledge management.
2. school leaning culture has a significant and positive influence on knowledge management.
3. There is a significant and positive correlation between knowledge management and teachers’ teaching effectiveness.
4. knowledge management has a significant and positive influence on teachers’ teaching effectiveness.
5. There is a significant and positive correlation between principal’s knowledge leadership and teacher’s teaching effectiveness.
6. principal’s knowledge leadership has a significant and positive influence on teachers’ teaching effectiveness.
7. The interaction of principal’s knowledge leadership and knowledge management partially affects on teachers’ teaching effectiveness.
8. Through the mediating function of knowledge management, school learning culture affects on teachers’ teaching effectiveness.
9. In the construct of school learning culture, knowledge management, and knowledge leadership, there are significant differences among different demographical variables of public junior high schools.
10. Teachers’ teaching effectiveness has no significant difference among different demographical variables of public junior high schools.

In the end, the findings of this research provide insightful suggestions and recommendations for educational authorities, individual teachers, and future researchers in this field

並列關鍵字

School Learning Culture ； Knowledge Management ； Knowledge Leadership ； Teaching Effectiveness ； Junior high school.

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