本研究旨在探討桃園縣國小教師知覺學校創新經營與學校效能之現況,接著分析不同變項之桃園縣國小教師知覺學校創新經營與學校效能是否有顯著差異,並探討學校創新經營與學校效能之相關性及學校創新經營對於學校效能的預測力。 本研究採問卷調查法,以「桃園縣國民小學創新經營與學校效能調查問卷」作為研究工具,以桃園縣公立國民小學教師為研究對象,共抽取74所桃園縣公立國民小學,754位教師為研究樣本,實際有效樣本為713位,問卷可用率94.6%。問卷所得資料運用SPSS12.0 for Windows統計套裝軟體進行描述統計、t考驗、單因子變異數分析、積差相關以及多元迴歸分析等統計方法進行資料分析。研究結果如下: 一、目前桃園縣國民小學創新經營與學校效能之現況均屬中高程度。其中,學校創新經營以「學生活動創新」平均數最高;學校效能以「教師工作效能」平均數最高。 二、不同背景變項中,以學校規模之桃園縣國小教師知覺整體學校創新經營有顯著差異。 三、不同背景變項中,以現任職務及學校規模之桃園縣國小教師知覺整體學校效能有顯著差異。 四、不同性別在教師工作效能及不同服務年資在行政表現效能的知覺有顯著差異。 五、桃園縣國民小學整體創新經營與整體學校效能具有顯著高度正相關。 六、桃園縣國民小學創新經營各層面,以「校園環境創新」對學校效能最具預測力。 最後依據研究結果,提出結論與具體建議,以作為教育行政機關、學校、教師以及未來研究者之參考。
The purpose of this study is to investigate the current situation of the teachers’ perception of elementary schools innovation management and effectiveness, to study the differences existing in the teachers with different background variables about elementary schools innovation management and effectiveness, to analyze the relationship between these two main elements, and to study the prediction ability of how elementary schools innovation management influence effectiveness. The research is conducted through a questionnaire survey. “The Elementary Schools Innovation Management and Effectiveness Questionnaire” is designed to collect data. The elemantary school teachers of Taoyuan County are the objects of this study. There are total 754 teachers from 74 public elementary schools taken as samples of this study, and 713 of them are considered valid, which is 94.6%. With the application of software of SPSS12.0 for Windows, the sampling is analyzed with average, standard deviation, t-test, One-way ANOVA, Pearson correlation analysis and Multiple stepwise regression. The research draws the following conclusions: 1.The elemantary school teachers scored above average in elementary schools innovation management and scored the highest on “innovation of student’s activities ”. The elemantary school teachers scored above average in elementary schools effectiveness and scored the highest on “teacher’s working effectiveness”. 2.The elementary school teachers with different background variables of “Teacher’s Graduation School” and “School Size” significantly differ in the perception of elementary schools innovation management. 3.The elementary school teachers with different background variables of “Teacher’s Graduation School”, “Position” and “School Size” significantly differ in the perception of elementary schools effectiveness. 4.Teachers with different background variable of “Gender” significantly differ in the perception of teacher’s working effectiveness, and teachers with different background variable of “Years of Service” significantly differ in the perception of administration performance effectiveness. 5.There is a significant positive correlation between elementary schools innovation management and effectiveness. 6.Among those innovation management factors, the factor “campus environment innovation” is the most predictable to elementary schools effectiveness. Finally, based on the conclusions above, the suggestions proposed by the author can be used for future reference for educational administration institutes, schools, teachers and researchers.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。