國民小學變革有利及障礙因素之剖析及變革能力內涵之建構

本研究假定學校組織的變革能力可由學校情境因素決定，研究者藉由自編之調查問卷，分析國民小學實務人員所知覺到與學校變革活動有關的各種有利因素及障礙因素，主要的研究問題為：國民小學學校人員實施學校變革時，對學校組織情境有利因素及障礙因素的知覺為何？國民小學的學校變革能力包括哪些內涵層面？研究結果顯示，有利於國民小學實施學校變革的主要因素包括：教師進修活動制度化並能與變革工作相結合、變革領導、學校的自主性、明確的變革方向及變革工作核心，及教師有發揮專長的機會；主要的障礙因素則有：外界對教育專業尊重不足、教師工作負荷過重、學校經費不足、忙於準備評鑑及視導資料，及上級的工作指示過多。研究資料經因素分析處理後，研究者發現國民小學之學校變革能力內涵包括革新意願、變革規畫、歷程管理、變革共識、變革領導、不受干擾、學校自主性及外在支持等八個層面。本研究也發現學校人員對學校變革有利因素或障礙因素及學校變革能力之知覺受職務因素之影響較大，而較不受服務地區及學校規模等因素影響。大致而言，學校校長對各種學校情境因素及學校變革能力均給予較正面的評價。

關鍵字

學校變革；變革能力

並列摘要

The researcher assumed that school change capacity was determined by factors facilitating and hindering school change effort. Based on this assumption, this study was designed to explore factors perceived by elementary school educators (principals and teachers) as facilitating or hindering their change effort and to construct the conceptual dimensions of school change capacity. Research questions include: What are the factors perceived as facilitating or hindering by school educators when they are implementing school change? And what are the conceptual dimensions of school change capacity? A school change capacity questionnaire developed by the researcher was used as the research instrument to collect the needed research data. A total of 994 purposively selected school educators were asked to respond to the mailed questionnaire and 724 of them responded to it. Data analysis result reveals that the most significant factors perceived by school educators as facilitating their school change effort include systemic teacher development integrated with change work, change leadership, school autonomy, clear change direction and core change work, and teachers' opportunities to demonstrate expertise. Main factors perceived by school educators as hindering their school change effort include insufficient respect for educational profession from the community, overloading teaching duty, monetary shortage, overwhelming paperwork for school evaluation and supervision, and too much work direction from the superior. Using the statistical procedures of factor analysis, the researcher found that the concept of school change capacity can be constructed from 8 conceptual dimensions, namely, willingness to change, change programming, change process management, change consensus, change leadership, avoidance of external interference, school autonomy, and external support. The researcher also found school educators' perception of school change related factors and school change capacity were influenced more by their job position than the location and size of their schools. In general, school principals always consider school change capacity more favorable than other school educators.