科技大學教師背景變項與專業職能對學校組織創新能力知覺影響之研究

A Study on the Impact of Teachers’ Background Variables and Professional Competency on the Perception of Organization Innovation Capability in University of Science and Technology

張家聲(Chia-Sheng Chang)

指導教授 ： 張仁家

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2007年)

https://doi.org/10.6841/NTUT.2007.00375

摘要

本研究旨在探討科技大學教師背景變項及專業職能對學校組織創新能力知覺的影響，乃在分析其間之差異與預測情形，期能作為科技大學發展教師專業職能及推展學校組織創新之參考。
根據研究目的，本研究係採問卷調查方式，首先透過文獻探討確立研究架構，據以發展「科技大學教師專業職能暨學校組織創新能力知覺量表」，並以分層隨機抽樣的方式，抽取1,500位全國公私立科技大學專任教師進行問卷施測，繼而針對問卷施測結果加以統計分析，統計方法採因素分析、單一樣本t考驗、獨立樣本t考驗、單因子變異數分析、多元迴歸分析。經資料處理與結果分析後，獲致以下結論：
一、目前科技大學教師其專業職能所包含的層面為「問題解決」、「工作管理」、「教學知能」、「研究推廣」、「學生輔導」、「工作態度」、「溝通技巧」等七項。其中以「溝通技巧」與「教學知能」層面表現最佳，且各層面均已達中高程度。
二、目前科技大學教師在學校組織創新能力所知覺到的層面為「參與式決策」、「彈性化」、「開放性」、「主管創新領導」、「知識內容與分享」、「創新思維」、「獎勵明確與公開」等七項，其中以「創新思維」層面表現最佳，除「彈性化」與「主管創新領導」層面僅達中等程度外，其餘層面均已達中高程度。
三、就教師專業職能而言，公立科技大學教師在整體教師專業職能的表現，顯著高於私立者。
四、就學校組織創新能力知覺而言，科技大學教師其學校座落於中區或南區、隸屬於工程類學院者，對於學校組織創新能力知覺整體具有較佳的知覺程度。
五、科技大學教師具有組織支持知覺、整體教師專業職能，以及隸屬於工程類學院、學校座落於中區者，較能顯著預測對學校組織創新能力的知覺。

關鍵字

科技大學教師 ； 教師專業職能 ； 組織創新

並列摘要

This research mainly discusses the impact of teachers’ professional competency and background variables on the perception of organization innovation capability in the university of science and technology. Analyze the two variables and forecast the outcome.
Questionnaires were sent to 1,500 teachers in universities of science and technology. These teachers were selected through stratified random sampling. Statistical methods used in this research are as follows: factor analysis, one samples t-test, independent t-test, one-way ANOVA and multiple stepwise regression. After processing and analyzing the data, the researcher draws the following conclusion:
1. Teachers’ professional competency include: problem solving, work management, teaching competency, research promoting, student coaching, working attitude, and communicating skill. Among them communicating skill and teaching competency shows significant meaning.
2. Perception of organizational innovation capability include: participatory decision-making, elasticity, openness, innovative leadership, knowledge sharing, innovative thinking, and reward definitely & publicly. Among them innovative thought shows significant meaning.
3. Among all the background varieties of the teachers in universities of science and technology, “school attribute” shows significant meaning on teacher’s professional competency. Teacher who serve in national university have better performance on teacher’s professional competency than in private one.
4. Teachers in universities of science and technology whose school is in “central and south area” and classification of colleges is “engineering” have better perception on organization innovation capability.
5. Teacher who is equipped with “perception of organization support” and “teachers’ professional competency” is more likely to foresee the organization innovation capability, and so is the conclusion if the classification of college is engineering. Correspondingly, the schools located in the central area also contribute to the same result.

並列關鍵字

Teachers in University of Science and Technology ； Organization Innovation

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