綠色學校實施成效與學校組織文化關係之研究－以台北縣國民小學為例

A Study of the Relationship between Green School Effectiveness and School Organizational Culture in Taipei County Elementary Schools

張瓊烽(Chung-Feng Chang)

指導教授 ： 張子超

國立臺灣師範大學/理學院/環境教育研究所/碩士(2007年)

摘要

本研究旨在瞭解國民小學實施綠色學校之成效與學校組織文化現況，並探討綠色學校實施成效與學校組織文化之關係。本研究採問卷調查法進行，以台北縣公立國民小學教育人員為取樣範圍，依學校規模、綠色學校葉片數及擔任職務採分層比例抽樣，共計抽樣39所學校，發出問卷510份，有效問卷415份，問卷可用率為81％。所得資料進行描述統計分析、t 考驗、單因子變異數分析、Scheff?事後比較及皮爾遜積差相關等統計方法分析。
本研究的主要結論敘述如下：

一、國民小學整體綠色學校實施現況達中上之成效，仍有進步空間：
（一)「學習情境」現況較為理想，學校大致可提供良好的環境教育先備條
件。
（二)「行政運作」現況稍差，綠色學校的聯繫、考核、團體氣氛、實作等方
面的運作狀況，表現有待加強。
（三)「教學課程」現況尚可，環境教學運用的方法與內含仍須繼續提升。
二、國民小學學校組織文化表現情形大致良好，傾向和諧穩定的型態：
（一）學校組織文化傾向「共識文化」與「層級文化」，重視學校和諧氣氛的
維持，強調學校的穩定與控制。
（二）學校組織文化的「理性文化」與「發展文化」尚須提昇，學校在目標績
效與成長革新上有待加強。
三、不同「職務」、「學校地區」、「學校規模」、「綠色學校葉片數」
等個人和學校背景變項在綠色學校實施成效上有顯著差異。
四、不同「性別」、「職務」、「學校地區」、「學校規模」、
「綠色學校葉片數」等個人和學校背景變項在學校組織文化上有顯著差異。
五、國民小學綠色學校實施成效與學校組織文化之間有顯著正相關：
（一）在全體學校方面，綠色學校實施成效與學校組織文化的「共識文化」
及「層級文化」有較高之相關。
（二）在綠色學校葉片數「21片以上」學校方面，綠色學校實施成效與學校
組織文化的「發展文化」及「共識文化」有較高之相關。

最後綜合研究結果，對教育行政機關及學校提出下列建議，以供參考：建立環境教育指標，將綠色學校實施成效列入校務評鑑；制訂永續發展的環境教育政策，營造良好的環境教育制度；增進教師環境素養，提昇環境教學專業知能；形塑優質學校組織文化，提升綠色學校實施成效；建立學習型學校，全校式經營環境教育；凝聚全校共識，擴大成員參與；學校創新經營，發展學校特色；學校與社區連結，推動服務學習。

關鍵字

綠色學校 ； 學校組織文化 ； 環境教育

並列摘要

This study was aimed to understand green school effectiveness and school organizational culture and explore the relationship between green school effectiveness and school organizational culture. A questionnaire survey was performed in faculty members in public elementary schools in Taipei County. The subjects were selected depending on the school scale, number of leaves, and position, using stratified sampling method. A total of 510 questionnaires were distributed to teachers in 39 schools, and 415 valid responses were collected, resulting in a valid response rate of 81%. The collected data were further analyzed for descriptive analysis, t-test, one-way ANOVA, post-hoc Scheffe comparison, and Pearson product-moment correlation.

The major findings of this study included:
1. The green school effectiveness was at the intermediate-high level among the sampled schools, and there was still space of improvement.
(1) The current “learning context” was relatively more ideal, and most of the schools could provide prerequisites of environmental education.
(2) The current “administrative operations” were relatively worse. Operations in communications, assessment, group atmosphere, and practical implementation should be improved.
(3) The current “instructions and courses” were acceptable, but application methods and content of environmental teaching should be further improved.
2. The organizational culture of the surveyed schools was generally good and tended to be harmonious and stable.
(1) The organizational culture of the schools tended to be “consensual culture” and “hierarchical culture”, where maintenance of a harmonious atmosphere in the school and stabilization or control of the school was emphasized.
(2) The “rational culture” and “developmental culture” in the organizational culture of the schools should be improved, and more efforts should be made for goal performance and growth reform.
3. Individual and school’s background variables, including position, school area, school scale, and number of green leaves, would all significantly affect green school effectiveness.
4. Individual and school’s background variables, including position, school area, school scale, and number of green leaves, would all significantly affect school organizational culture.
5. There was a positive relationship between green school effectiveness and school organizational culture:
(1) On the whole, the green school effectiveness was more highly correlated with “consensual culture” and “hierarchical culture” of school organizational culture.
(2) Among green schools with "more than 21 pieces” of leaves, the green school effectiveness was more highly correlated with “developmental culture” and “consensual culture” of school organizational culture.

Finally, based on the research findings, suggestions were proposed for the administrative authorities and schools: (1) indexes of environmental education should be established, and green school effectiveness should be included in the assessment of school affairs; (2) policies of sustainable development should be set up to create a good environmental education system; (3) teacher’s environmental literacy and professional knowledge about environmental education should be improved; (4) high-quality school organizational culture should be formed to enhance green school effectiveness; (5) environmental education should be provided in the entire school by building a learning-based school; (6) consensus should be formed to increase participation of members; (7) innovative school management should be adopted to develop school features; and (8) connections with local communities should be established to promote service learning.

並列關鍵字

green school ； school organizational culture ； environmental education

參考文獻

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