中小學組織慣性與效能之研究－以台南市為例

A Study of Organizational Inertia And Effect of High And Elementary Schools: Tainan City as an Example

鄭燿男(Cheng Jao-nan)

《國民教育研究集刊》 8期 (2000/12) Pp. 197-228

https://doi.org/10.7038/BREE.200012_(8).0009

摘要

組織慣性的論點，是建立在組織遭遇環境改變時，過去的組織行為模式，將會强烈的影響組織行為，這些既有的行為模式就構成了慣性壓力。這些慣性壓力，使得組織不易改變。在教育組織領域中，對於組織慣性的研究，尚是一片處女地，但是在教育環境改變急速下，組織慣性的研究卻是當務之急。鄭仁偉、陳家聲（1999）初步以文獻探討方式獲得組織慣性行為大致可分為四個方向，並根據此四個方向藉以紮根理論發展出組織慣性的特徵。但是並未進一步發展出問卷，同時他們的研究對象多鎖定在企業上，對於學校組織慣性的研究，所知相當有限。此外，當今組織慣性理論研究的缺陷，主要在於將組織慣性研究的焦點放在産業與環境關係，産業與産業間以及與環境的關係上。我們發現嚴重的缺乏微觀層面的組織行為探討，意即組織內部成員慣性行為的探討，因此，本研究計畫乃根據鄭仁偉、陳家聲組織慣性特徵的內涵，發展一份適用於學校組織慣性的問卷，同時希望在教改實施中，對於組織慣性的現狀有所了解。並以組織內部成員的慣性行為對於組織效能的關係進行研究，進而提出學校組織慣性與效能的研究模型，然後加以檢證。同時參考Hannan和Freeman等人的論點，以檢證這些論點在台灣學校組織的適用性。研究結果獲得以下發現：台南市國中、小教師知覺學校的效能偏高，而且認為學校組織慣性化程度並不高。從背景變項對於學校組織效能與慣性的平均數差異顯著性上面來看，教師學歷、學校類型、校長在校服務的年資、學校班級數、學校成立年齡等變項，與學校效能知覺平均數的差異達到顯著。校長在校服務的年資、教師學歷、擔任行政工作職位、學校成立年齡等變項，與學校組織慣性知覺平均數的差異達到顯著。在教師學歷上，師專畢業的教師感覺學校組織效能最高，但是以迴歸分析控制其他變項後，差異便不顯著了。在擔任行政職務上，主任及組長感覺學校組織慣性最低，導師感覺學校組織慣性最高。國小教師較國中教師能感受到學校效能較高但是以迴歸分析控制其他變項後，差異便不顯著了。班級數越多的學校，教師越感覺學校效能高，但是以迴歸分析控制其他變項後，差異便不顯著了。因此Hannan和Freeman的理論在本研究的學校組織中並未獲得證實。背景變項只有校長在校服務的年資、學校成立年齡等變項，與學校組織效能的關係，差異均達到顯著，且以迴歸分析控制其他變項之下仍達到顯著差異。因此校長在校服務的時間以及學校成立的年齡是影響學校組織效能的重要變項。這或許是學校組織與其他企業或事業組織有獨特性的地方。再從校長在校服務年資而言，研究結果顯示，校長任職五至八年者，與任職四年內者比較，任職五至八年者學校效能較高、學校組織慣性較低。在組織慣性與學校效能上，學校組織慣性越高學校效能越低。從學校組織慣性與學校效能而言，組織文化慣性較其他三個分量表：學校管理慣性、學校自我防衛、組織溝通與作業流程慣性等，組織文化慣性更能解釋與學校效能的關係（Beta值為 -.38）。從研究模型而言，本研究結果獲得：校長在校服務的年資與學校成立年齡影響教師知覺學校效能的高低，主要是透過學校組織文化慣性的影響，亦即學校組織文化慣性是校長在校服務年資與學校成立年齡二變項是對學校效能高低的中介變項。此外，本研究主要的結果顯示任期四至八年的校長，其學校效能高於任期四年內者，而其組織文化慣性低於任期四年內者，對於今後校長任期的制度考慮，具有重要的參考價值。

關鍵字

學校組織慣性 ； 學校效能 ； 中小學組織行為

並列摘要

The theory of organizational inertia will be set up when the organization undergoes a change in the environment. The behavior model of organization used to strongly influence the behavior of organization results in the pressure of inertia which makes the organization unchangeable. In the purview of educational organization, the study of organizational inertia is a new range, which brooks no delay under the rapaid change of educational environment. The organizational inertia is approximately divided into four directions through exploring the document by Cheng Jen-wei and Chen Chia-sheng. in 1999. Through the strength of four directions, their study develops characteristics of organizational inertia. However, their study has no further development. The study on organizational inertia of school is limited because their focus is to explore the business. Current theoretical deficiency of organizational inertia are merely the exploration about relations between business and environment and relations between business and business. They fail to explore each level of organizational behavior such as every crew's behavior inertia. According to characteristics of organizational inertia by Cheng Jen-wei and Chen Chia-sheng, the study develops a gestionaire applying to the organizational inertia of school and help people to comprehend recent organizational inertia when educational reformation proceeds. The study shows that teachers of high and elementary schools in Tainan City are aware of higher effect of school and of decreasing organizational inertia of school. Background variables such as the term of a principal and how many years the school is established is obviously different from organizational effect of school. The difference will also exist when other variables by the control of regression analysis. The term of a principal and time of a school's establishment are important variables for effect of school. This is why organization of school is so unique than other business or organizations. The study shows that in comparison to the term in 4 years, the effect of school is getting higher and the organizational inertia is getting down when the term of a principal is in 5 to 8 years. As for organizational inertia and effect of school, the organizational inertia is increasing when the effect of school is getting down. Compared to three amount lists such as management inertia of school, self-defence of school, communication of organization and circuits, the cultural inertia of organization can have access to explain the effect of school. The study shows that through the organizational cultural inertia of school teachers' perception for the effect of school will be mainly influenced by the term of a principal and how many years of a school is established. The cultural inertia of school including two variables such as the term of a principal and time of a school's establishment is the intermediate variable for the effect of school. The study mainly shows that the effect of school is getting more and more higher when a principal's term is over 4 to 8 years. If the term is in 4 years, the organizational cultural inertia will become important reference for the term system of principal.

並列關鍵字

organizational inertia ； organizational culture ； organizational effect ； organizational behavior ； school organizational culture ； school organizational effect ； school organizational behavior