| Summary: | 碩士 === 國立台中師範學院 === 國民教育研究所 === 85 === The main purposes of this study were:(1)to review theories
and empiricalstudies dealing with organization learning and
school effectiveness,on whichthis study was based;(2)to survey
the conditions and to explore the relationships between
organization learning and school effectiveness of elementary
schools;(3)to make recommendation from this study to be helpful
tothe improvement of the administration of elementary schools.
The sample consists of 942 elementary school teachers
representing 75.66%of the total 1245 teachers among whom
questionnaires were distributed.The samplecame from 153 schools
that were selected by school location,including urban rural,and
outlying areas.The major statistical techniques empolyed were
Pearson product-moment correlation,T-test,one-way ANOVA,and
stepwise multiple regressionanalysis. The major conclusions
were: 1.There were significant differences in the elementary
school teachers''''''''perception of organization learning in term of
the sex,seniority,academics degree ,duty,school''''''''s history
,school''''''''s area,and school''''''''s size. 2.There were significant
differences in the elementary school teachers'''''''' perception of
school''''''''s effectiveness in term of the sex,seniority,academics
degree,duty,school''''''''s history,school''''''''s area,and school''''''''s size.
3.There was a high positive relationship between organization
learning and school''''''''s effectiveness among the elementary school
teachers. 4.The five variables including systems thinking,
total quality management.team learning,seniority ,and school''''''''s
area can interpret 71.36% of the total variation.
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