學校組織氣氛對教職員自我效能影響之研究：以花花國中小為例

本研究旨在探討一所私立國際學校組織氣氛對教職員自我效能影響，剖析不同背景變項之教職員對學校組織氣氛及自我效能的覺知差異情形，並探討其關係。本研究採問卷調查法以花花國中小207位教職員為研究對象，以Hoy & Clover(1986)小學組織氣氛描述問卷、Sherer & Maddux(1982)自我效能問卷調查，獲得有效樣本145份；另輔以質性的部分選取花花國中小主管與教職員，包括新竹校區主管5位，教職員則有7位，共12位受訪者。量化資料以SPSS 25.0 for Windows進行描述性統計、t檢定、皮爾遜積差相關等統計方法分析，訪談資料謄錄為逐字稿後採取開放式編碼擷取其意義。量化研究結果顯示，教職員所覺知學校組織氣氛傾向為投入型，教職員在主管領導行為層面對「主管支持行為」覺知最高，在教職員行為層面對「教職員專業支持行為」覺知最高，教職員自我效能則呈現中等程度。不同性別、服務年資、職務的教職員所覺知學校組織氣氛六層面及自我效能無顯著差異；僅在教職員行為層面中，「不兼行政」組教職員覺知主管指示行為高於「兼行政」組，且達顯著水準。質性研究結果顯示，教職員覺知主管領導行為傾向支持行為，強調的是主管會站在下屬的立場思考。此外，組織氣氛融洽與友善是令教職員們願意持續學生事務工作的動力；當主管與教職員工作目標不同，自我效能則呈現不同狀態，若主管和同事順暢的形成共識及目標一致，整體形塑良好的組織開放氣氛，有助於提升教職員自我效能。最後，研究者根據研究結果，提出具體建議，做為學校組織氣氛對教職員自我效能影響及未來研究之參考，並期許此研究對現今學校之工作狀態有初步的現況了解，提供後續研究延伸的題材。關鍵詞：領導行為、組織氣氛、教職員、自我效能、私立國中

關鍵字

領導行為；組織氣氛；自我效能；教職員；私立國中

並列摘要

The purpose of this research was to investigate the effect of organizational climate on the self-efficacy of school personnel in a private international school and to analyze differences in school personnel perceptions of organizational climate and self-efficacy across different background variables and examine their relationships . Targetting faculty and staff members of Huahua Elementary and Junior high School as the research subjects, the Revised Organizational Climate Descriptive Questionnaire for Elementary Schools (OCDQ-RE) created by Hoy & Clover (1986) and the Self-efficacy Scale created by Sherer & Maddux (1982) were used to conduct the survey. A valid sample of 145 was obtained. Moreover, Semi-structured interviews were conducted on 5 supervisors from the Hsinchu school district of HuaHua and 7 school personnel. SPSS 25.0 for Windows was used to analyze the quantitative data by descriptive statistics, t-test, and Pearson product-moment correlation, etc. Open coding was used to capture the meaning of the interview data after transcribing the interview transcripts. The results of the quantitative study revealed that school personnel perceptions of school climate tended to be” engaged climate”, with school personnel perceptions of “supervisor support behaviors” being highest at the supervisor leadership dimension, “school personnel professional support behaviors” being highest at the school personnel behavior dimension, and school personnel self-efficacy being moderate. There were no significant differences in the perceived six dimensions of school climate and self-efficacy among school personnel of different genders, seniority, and positions; only at the school personnel behavior dimension, the “without administrative duties” group perceive higher levels of supervisory directives than the “with administrative duties” group, and at a significant level. The results of the qualitative study revealed that school personnel perceived supervisors' leadership behaviors to tend to be supportive, with emphasis on supervisors putting themselves in the shoes of their subordinates. Furthermore, school personnel are motivated to continue their student affairs work by the cordial and friendly atmosphere of the organization. Self-efficacy was different when supervisors and school personnel had different goals. If supervisors and colleagues can form a smooth consensus and share the same goals, it will create a good open atmosphere in the organization and help improve staff self-efficacy. In conclusion, the researcher proposed recommendations based on the results of the research as a reference for future research on the effects of school organizational climate on school personnel self-efficacy and hoped that this research would provide a preliminary picture of the current state of work in schools and provide topics for subsequent research extensions. Keywords: Leadership Behavior, Organizational Climate, School Personnel, Self-Efficacy, Private Junior High Schools