| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 88 === Abstract
The main purpose of this paper is to study general ideas and practices of team-management, and research conditions and obstacles. Finally, the findings obtained form this study shall serve as references for further studies and suggestions for improving team-management in elementary and junior high schools.
In order to achieve the above-stated purpose, this paper adopted literature analysis and questionnaire investigation methods. First, the researcher used literature analysis to probe into the meanings, related theories, functions, principles, steps of team-management, and its usage in schools. Second, according to the context of literature analysis, the researcher arranged an investigation questionnaire-"the study of team-management in elementary and junior high schools ". An investigation that based on this questionnaire collected and examined the opinions of team-management in schools.
The subjects of this study, with sample size of 1084 subjects and the effective number of 680 samplers, are randomly selected from school staffs, administrative office staffs, and experts. Data of this study is analyzed by means of SPSS.
The results of literature analysis and survey have produced the following conclusions:
1. There are some basic conditions of team-management, but some teams in schools do not have these conditions, including "staffs pursue advanced study ", "staffs become leaders in turn", "the spirit of staffs are high".
2. It can develop a lot of positive functions to practice team-management, but the achievement of team-management is not good in schools.
3. The most common problems that faced by schools during implementing team-management inappropriately include "the decision time too long to decrease cost" and "the internal conflicts of the schools".
4. There are several fundamental principles to apply team-management; but schools presently still leave much to be demanded, including "increasing staffs'' professional knowledge" and "building leaders'' correct attitude".
5. It must be step by step to practice team-management. Some steps are not practiced well in schools, especially "professional education training", "evaluating achievements", "giving feedback and assistance".
6. According to different mission, teams should have different duration time. School councils and meetings should be permanent or temporary according to their nature. School offices are better to be permanent teams.
7. Each team has great influence on school decision-making, especially school offices.
8. There are few effective affairs using team-management in schools. Like choosing books in Office of Academica Affairs, employment of teachers in Office of Student Affairs, and so on.
9. The effects of practicing team-management don''t work in practice. But some teams work better, including the Office of Academica Affairs , teaching, the Office of Student Affairs, the Teacher Council, and the School Meeting.
10. For school organization, team-management is a feasible and need creative management style.
11. The staffs with different backdrop variable have different opinions toward the application of team-management.
In order to develop the performance of team-management, suggestions for the application of the team-management to elementary and junior high schools are as follows:
1. The educational authorities and schools should publicize the ideas and conditions of team-management.
2. Schools should accomplish the principals and steps of team-management.
3. Before practicing team-management, schools should break some bars, including "the decision time too long too decrease cost" and "the internal conflicts of the schools".
4. The final goal of team-management is to promote working performance of staffs.
5. Principals should give up autarchy, and act good roles who are good linkers and resource providers.
6. Teachers should act teaching and managing role. Additionally, they must engage school management with warm heart.
7. Schools should promote staffs'' motives to participate in school affairs.
8. Staffs'' learning should include laws and new management knowledge.
9. The educational authorities should take some tactics.
10. Schools should practice team-management positively, and give some guidances and assistances if it is necessary.
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