本研究旨在建構國民小學學習型組織之量表,採用結構方程模式來驗證此量表的適配度,並運用測量恆等性來對國民小學學習型組織城鄉的觀察資料,以城鄉多樣本作驗證性因素分析,檢定國民小學學習型組織城鄉差異。本研究採用文獻分析、問卷調查進行研究。問卷調查則以自編之「國民小學學習型組織調查問卷」,蒐集調查對象的意見,瞭解學習型組織理論在國民小學之現況。問卷調查對象則是台灣省公立國民小學教育人員,抽取138所學校,共690位教育人員為樣本,實得有效問卷522份,進行統計分析,並加以討論。綜合統計分析、文獻分析及問卷調查結果得到以下結論:一、國民小學學習型組織測量模式為四個潛在因素為改善心智模式、團隊學習、系統思考、自我超越,並由反思、探詢、塑造整體圖像、教學視導、學習型團隊、課程教材研發、共同參與及對話、整體校務經營、整合行政業務、處理危機事件、自我學習、面對真相、自我抱負等十三觀察變項來反應。二、城鄉細部恆等性的檢定,在因素負荷量不恆等部分有處理危機事件;在截距不恆等部分有學習型團隊及課程教材研發;在殘差不恆等部分有塑造整體圖像、課程教材研發、共同參與及對話、面對真相、自我抱負;在因素變異數不恆等部分有團隊學習及系統思考。
The purpose of this study was to develop an elementary school learning organization (LO) scale, and applied it to assess the relationship of LO between urban-rural elementary school. First, we verified this scale on structural equation model theory. Second, we analyzed the LO data of urban-rural school based on measurement invariance theory, we also examine the confirmatory factor analysis (CFA) test. We try to find out the differential between urban-rural learning organization. These are two major methods in this research, First, we exploited literature analysis to study the related researches, to be our research cornerstone. Second, we developed an "Element School Learning Organization Questionnaire" to collect the source data concerning the status of LO of urban-rural elementary school. We have 690 participants are all come from 138 public elementary school. And we analyzed 552 valuable questionnaires by sampling the participants. The result of statistic analysis, literature analysis, and questionnaire are depicted as follow: 1. There are four potential variables and thirteen observed variables in the LO model of elementary school. Potential variables are mental model, team learning, system thinking, personal mastery. Observed variables are anti think, poll, fictile ensemble picture, teaching consider lead, team of LO, curriculum development, fellowship and conversational, ensemble school administration carry on, integrate administration occupation, crisis management, ego learn, confront with true fact, ego aspiration. 2. The detail test of urban-rural invariance are described as follow: A. There is a crisis management variable in factor loading no invariance. B. There are team of LO, and curriculum development variables in intercept no invariance. C. There are fictile ensemble picture, curriculum development, fellowship and conversational, confront with true fact, ego aspiration variables in disturbance no invariance. D. There are team learning, system thinking variables in factor variance no invariance.