A study of the relationships between organization learning and effectiveness of elementary school.

• Main Authors: Chang, I-Hua, 張奕華
• Other Authors: Liao Chuen-Wen
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/14759774336573686874

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.