驅動學校組織學習的因素分析

Analysis of the Factors that Drive Organizational Learning in Schools

魏惠娟(H. C. P. Wei) ； 林怡禮(Y. L. Jack Lam) ； 潘慧玲(H. L. W. Pan) ； 張明輝(M. F. D. Chang) ； 陳嘉彌(C. M. Marshall Chan)

《教育研究集刊》 49:4期 (2003/12) Pp. 153-189

https://doi.org/10.6910/BER.200312_(49-4).0006

摘要

本研究目的在探討學校組織學習的驅動因素，研究結果可以驗證本研究之理論架構，同時成為未來建構學習型組織指標，以及培訓學習型領導人的基礎。綜合本研究量化與質化分析的結果與討論，歸納出以下的結論：一、外在環境提供學校領導人一個鼓勵組織學習的動機來源。不過單靠外在環境的刺激，並不能使組織產生持續的學習。二、環境因素中的政策因素促進了學校組織學習，尤其是小組方式的學習。三、學校內部因素才是促動組織學習與改變最關鍵的因素。四、學校校長則是啟動組織學習與結果最有影響的人物。五、校長充分利用各種組織學習策略來促進組織學習。六、組織學習的結果，產生許多突破結構限制的做法。七、本研究之概念架構指引學校組織學習的策略。也是建構學習型組織指標之基礎。

關鍵字

組織學習 ； 學校 ； 領導

並列摘要

The purpose of this study is to analyze the factors that drive schools to become learning organizations and to describe the characteristics of such organizations. The methodology used in this study includes both quantitative and qualitative approaches, and the data were collected through a survey consisting of four components and a structured interview following the survey. The sample comprised 51 primary and 37 secondary schools. The results show that the external environment, including political factors, provides an incentive for organizational change. However, environmental stimuli were not the dominant forces that bring about continuing organizational learning. The internal conditions of schools, such as transformative leadership, positive school cultures, and supportive structures, are the most critical elements in promoting organizational change, irrespective of the type and nature of schools or individual background factors. In conclusion, it is the school leaders, through their voluntary choices, who bring about organizational change.

並列關鍵字

organizational learning ； schools ； transformative leadership

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