國小兼任行政職務教師知識管理、資訊素養與學校效能關係之研究─以桃園縣為例

The Study on the Relationship among Knowledge Menagement,Information Literacy and School Efficiency of Elementary School Teachers with Administrative Affairs:An Example of Taoyuan County

李治果(Chih-Kuo Lee)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900702

摘要

本研究旨在瞭解桃園縣兼任行政職務教師知識管理、資訊素養與學校效能現況及其相關與預測情形，係以桃園縣國小兼任行政職務教師為問卷調查之對象，依據本研究目的與研究問題，運用電腦統計軟體予以資料的處理及分析，藉以回應本研究目的與問題，並以文獻有關的研究進行討論，做出本研究之結論與建議，以為相關之教育行政主管機關、學校與兼任行政職務教師及對日後相關研究之參考依據。
本研究採問卷調查法，針對桃園縣187所公立國小兼任行政職務教師為研究對象之母群體，進行分層隨機抽樣問卷調查，共發出960份，回收883份，回收率為92％，而有效問卷為883份。依此進行統計分析，其研究結果如下：
一、桃園縣國小兼任行政職務教師知識管理、資訊素養與學校效能的現況屬中高程度。
二、桃園縣國小兼任行政職務教師背景變項為年齡、行政年資及學校規模項下其知識管理各層面中，有顯著差異存在。
三、桃園縣國小兼任行政職務教師背景變項為年齡、行政年資及學校規模項下其資訊素養各層面中，有顯著差異存在。
四、桃園縣國小兼任行政職務教師背景變項為年齡、師資培育別、行政年資、學校規模及學校類型項下其學校效能各層面中，有顯著差異存在。
五、桃園縣國小兼任行政職務教師知識管理、資訊素養與學校效能整體及各層面中均呈中度正相關。
六、桃園縣國小兼任行政職務教師知識管理和資訊素養整體層面而言，以「資訊整合評鑑」為對學校效能有最大的預測力。
最後，依據研究結果做出結論，並對教育行政主管機關、對學校及兼任行政職務教師及未來研究提出建議。

關鍵字

知識管理 ； 資訊素養 ； 學校效能

並列摘要

This research aims to investigate the current situation of the holding concurrent administration teachers’ knowledge management, their information literacy and the school effectiveness. The subjects were the holding concurrent administration teachers in Taoyuan County. Data management and analysis were performed by using SPSS. This research provides the relevant competent educational authorities and the holding concurrent administration teachers with the conclusion and suggestions according to the study results and the relevant literature. Besides,this paper provides some suggestions for the future research.
This research adopts the questionnaire survey. In stratified random sampling, all of the participants were the holding concurrent administration teachers among 187 public elementary schools in Taoyuan County. There were 960 questionnaires distributed, 883 received, and 883 valid. The retrieval rate was 92%. The results were as follows:
1. The current situation of the holding concurrent administration teachers’ knowledge management, their information literacy and school effectiveness was in upper-intermediate level.
2. There was significant difference in each aspect of knowledge management with the variables in terms of the teachers’ age, their administrative seniorities and the school scales.
3. There was significant difference in aspects of information literacy with the variables in terms of the teachers’ age, their administrative seniorities and the school scales.
4. There was significant difference in aspects of the school effectiveness with the variables in terms of the teachers’ age, their teacher training programs, their administrative seniorities, the school scales and the school types.
5. Intermediate positive correlation exists between all aspects of the holding concurrent administration teachers’ knowledge management, their information literacy and the school effectiveness.
6. The information integration evaluation was the most predictable variable for the school effectiveness with the regard to the holding concurrent administration teachers’ knowledge management and their information literacy.
Finally, this paper makes conclusion based on the study results, and provides some suggestions to the education authorities and holding concurrent administration teachers.

並列關鍵字

Information literacy ； Knowledge management ； School effectiveness

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