國民小學教師之組織變革態度與教學效能相關之研究

本研究旨在探討國民小學教師之組織變革態度與教學效能之間的關係。研究方法係採問卷調查法，以中部地區（苗栗縣、台中市、台中縣、彰化縣、南投縣、雲林縣）國民小學教師為研究對象，採用自編之「國民小學教師之組織變革態度與教學效能相關之研究調查問卷」為工具，寄發118 所樣本學校之教師進行調查，總計發出問卷1016份，回收有效數827份，回收可用率為81.4％。將資料以平均數、標準差、獨立樣本t 考驗、單因子變異數分析、Pearson積差相關、典型相關及逐步多元迴歸等方法進行統計分析。根據分析結果與發現，歸納本研究結論為：一、國民小學教師對於學校組織變革普遍抱持著正面高度的認同態度，其中對於「技術」層面之變革認同程度最高。二、國民小學教師教學效能普遍表現情況良好，以「學習氣氛的營造」表現最佳。三、在背景變項中，國民小學教師之組織變革態度與教學效能皆受到婚姻現況、學校所屬縣市與學校所在地區等因素之影響而有所差異。四、在背景變項中，國民小學教師之組織變革態度與教學效能皆不受性別、教育程度與職務等因素影響而有所差異。五、提高國民小學教師對學校組織變革之認同程度，有助於教學效能的提升。六、「人員」層面之變革為學校組織變革推動的首要之務。最後，本研究依據上述研究結論提出相關建議，以供教育行政單位、學校行政人員、國民小學教師及未來研究之參考。

關鍵字

國民小學教師；組織變革；組織變革態度；教學效能

並列摘要

The purpose of this study is to explore the relationship between primary school teachers’ attitude and their teaching effectiveness on organizational changes. The researcher used questionnaire survey method in this study and self-designed a questionnaire “the Relationship between Organizational Change and Teaching Effectiveness of Primary School Teachers“ as the survey tool. Total 1016 copies of questionnaire were sent to 118 sample primary schools in 6 counties of central Taiwan (Miaoli County, Taichung City, Taichung County, Changhua County, Nantou County and Yunlin County) and 827 returned copies were effective. The returned rate reached 81.4%. The data were analyzed with the methods of Mean, Standard Deviation, T-test, One-way ANOVA, Pearson Product-moment Correlation, Canonical Correlation, Stepwise Multiple Regression. The results are as follows: 1.Primary school teachers generally entertain high positive identity on school organizational changes. Among these organizational changes options, “techniques of organizational changes” received the highest level of identity. 2.Primary school teachers’ teaching effectiveness was rated a fair performance, and the best part was “creating learning atmosphere”. 3.Among background variables, both primary school teachers’ attitude and their teaching effectiveness was influenced by marital status, which county and region schools are located in. 4.Among background variables, primary school teachers’ attitude and teaching effectiveness was not influenced by those ones: gender, education background and post of jobs. 5.To raise primary school teachers’ identity on school organizational changes will help improve their teaching effectiveness. 6.The priority of school organizational changes is to move the change of personnel matters. At last, the research provided suggestions for the education administrative authorities, school administrators and primary school teachers in future researches.