摘要本研究之目的在:1.瞭解職業學校建立學習型組織現況;2.探討學習型組織之內涵;3.建立職業學校學習型組織之指標;採取文獻分析、問卷調查、德懷術(Delphi)問卷調查及內容分析等研究方法。現況調查以「類群隨機」抽樣八十六所職業學校,每校十位教職員,有效回收問卷為六百八十四份;本研究以建立「行政管理」之職業學校學習型組織指標為主,「教師教學」為輔,並以校長、教師及教師兼任行政工作者為研究範圍。本研究的具體結果如下:1.職業學校學習型組織之指標包含:學校特性、學習文化、校長領導、行政配合、個人學習、組織學習、共同願景、科技應用、學習情境及考核獎勵等十項。2.背景變項與指標項目之間的多變量變異數分析結果顯示:(1)在「學習文化」、「校長領導」、「組織學習」、「共同願景」和「學習情境」等五個因素,公立職業學校對於建立學習型組織的態度顯著高於私立職業學校;(2)除了「個人學習」之外,農工職業學校在九個因素的態度皆顯著高於其他類的職業學校;(3)在「行政配合」和「考核獎勵」兩個因素上,位居城市的職業學校的態度顯著高於鄉鎮的職業學校;(4)位居鄉鎮及省轄市的職業學校對於建立學習型組織的態度顯著高於縣轄市;在「考核獎勵」方面,鄉鎮及省轄市的態度顯著高於縣轄市的職業學校(5)職業學校校長對於建立學習型組織的態度顯著高於教職員,表示校長對於學習型組織具有較高的覺知。3.建立學習型組織可能遭遇的困難問題:包括不了解學習型組織而產生抗拒、配合意願不高、相關配套措施不夠完備、安排學習時間有困難、舊有的學習認知與習慣難以更改及未訂定推動學習型組織的具體辦法。4.建立學習型組織的改進建議為:加強溝通、邀請學者專家協助建立學習型組織、依學校實際現況建立小型學習團隊、塑造有利於學習的環境氣氛、教育主管機關政策引導、學習資源與成果公佈於網路上分享及獎勵有創造性學習的個人或團體。5.綜合德懷術小組成員對「職業學校學習型組織之指標」列為「極重要」的指標細項共有二十六項。本研究針對獲致結論,提供不同職業學校建立學習型組織之具體可行建議。關鍵詞:職業學校,組織學習,學習型組織,指標。 Abstract This study had the following aims: 1.Understand the current situation under which vocational high schools is establishing learning organization. 2.Inquire into the connotations of the learning organization. 3.Establish indicators of learning organization in vocational high schools. The following methodologies were selected and adapted: document analysis, questionnaires survey, questionnaires survey of Delphi, and content analysis. A current investigation into random grouping with a sampling of 86 vocational high schools consisted of 10 teachers and employees from each school, selected randomly from a cluster. A total of 684 effective questionnaires were collected from this endeavor. This study gives priority to administration management for the indicators of learning organization in vocational high schools with a secondary importance to the instruction of teachers. The scope of the study takes into account principals, teachers, and teachers who also carry out administrative work. The specific conclusions of the study are as follows: 1.The indicators of learning organization in vocational high schools included the following ten items: special characteristics of vocational high schools, the learning culture, the leadership of the principal, coordination of administration, individual learning, organizational learning, shared vision, the application of technology, the circumstances of learning, and the assessment of awards. 2.The results of the multivariate analysis between background variables and indicator items showed the following: (1) In the five items of the learning culture, the leadership of the principal, organizational learning, shared vision, and the circumstances of learning, public vocational high schools held a more positive attitude than private vocational high schools toward the establishment of learning organization. (2) Apart from individual learning, the attitude of agricultural & industrial vocational high schools concerning the other nine items had a better level of significance compared with other vocational high schools. (3) Concerning the coordination of administration and the assessment of awards, the attitude of vocational high schools located in cities tended to possess a better level of significance than the vocational high schools located in the country. (4) The attitude towards the establishment of learning organization by vocational high schools located in the countryside and provincial cities tended to be better than schools located in county cities. Concerning the aspect of the assessment of awards, the attitude of schools from towns located in the countryside and provincial cities tended to be of a better level than the attitude found in county cities. (5) The attitude of the principal towards the establishment of learning organization tended to be a better level of significance than the attitude of the staff. This shows the principal has a better perception concerning the establishment of learning organization in vocational high schools. 3.The following are some difficulties to establishment learning organization might encounter: resistance as a result of not understanding the learning organization; lack of harmony among desires; insufficient completion of related procedures; difficulties over the arrangement of learning time; finding specific methods by which it is possible to change outdated knowledge and learning habits and the unfixed promotion of learning organization. 4.The following proposals are established for the improvement of learning organization: strengthening of communication; request of experts & scholars to assist in the establishment of learning organization; establishment of small scale learning groups based on the vocational high schools' actual situation; construction of a beneficial atmosphere and environment for learning; policy guidance from those in charge of educational bodies; announcement of learning resources and results on the Internet to allow the information to be shared, and to encourage creative individual and organizational learning. 5.The summarization for the indicators of learning organization in vocational high schools shows the members of Delphi group have put forward 26 very important detailed items. This study will provide different vocational high schools with feasible suggestions concerning establishment of learning organization. Key words: vocational high schools, organizational learning, learning organization, indicators.
This study had the following aims: 1.Understand the current situation under which vocational high schools is establishing learning organization. 2.Inquire into the connotations of the learning organization. 3.Establish indicators of learning organization in vocational high schools. The following methodologies were selected and adapted: document analysis, questionnaires survey, questionnaires survey of Delphi, and content analysis. A current investigation into random grouping with a sampling of 86 vocational high schools consisted of 10 teachers and employees from each school, selected randomly from a cluster. A total of 684 effective questionnaires were collected from this endeavor. This study gives priority to administration management for the indicators of learning organization in vocational high schools with a secondary importance to the instruction of teachers. The scope of the study takes into account principals, teachers, and teachers who also carry out administrative work. The specific conclusions of the study are as follows: 1.The indicators of learning organization in vocational high schools included the following ten items: special characteristics of vocational high schools, the learning culture, the leadership of the principal, coordination of administration, individual learning, organizational learning, shared vision, the application of technology, the circumstances of learning, and the assessment of awards. 2.The results of the multivariate analysis between background variables and indicator items showed the following: (1) In the five items of the learning culture, the leadership of the principal, organizational learning, shared vision, and the circumstances of learning, public vocational high schools held a more positive attitude than private vocational high schools toward the establishment of learning organization. (2) Apart from individual learning, the attitude of agricultural & industrial vocational high schools concerning the other nine items had a better level of significance compared with other vocational high schools. (3) Concerning the coordination of administration and the assessment of awards, the attitude of vocational high schools located in cities tended to possess a better level of significance than the vocational high schools located in the country. (4) The attitude towards the establishment of learning organization by vocational high schools located in the countryside and provincial cities tended to be better than schools located in county cities. Concerning the aspect of the assessment of awards, the attitude of schools from towns located in the countryside and provincial cities tended to be of a better level than the attitude found in county cities. (5) The attitude of the principal towards the establishment of learning organization tended to be a better level of significance than the attitude of the staff. This shows the principal has a better perception concerning the establishment of learning organization in vocational high schools. 3.The following are some difficulties to establishment learning organization might encounter: resistance as a result of not understanding the learning organization; lack of harmony among desires; insufficient completion of related procedures; difficulties over the arrangement of learning time; finding specific methods by which it is possible to change outdated knowledge and learning habits and the unfixed promotion of learning organization. 4.The following proposals are established for the improvement of learning organization: strengthening of communication; request of experts & scholars to assist in the establishment of learning organization; establishment of small scale learning groups based on the vocational high schools' actual situation; construction of a beneficial atmosphere and environment for learning; policy guidance from those in charge of educational bodies; announcement of learning resources and results on the Internet to allow the information to be shared, and to encourage creative individual and organizational learning. 5.The summarization for the indicators of learning organization in vocational high schools shows the members of Delphi group have put forward 26 very important detailed items. This study will provide different vocational high schools with feasible suggestions concerning establishment of learning organization. Key words: vocational high schools, organizational learning, learning organization, indicators.
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