| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 90 === A Research on the Relevant Factors Relating Organizational Learning and Teachers’ Professional Growth in Junior High Schools
The purpose of this study was to investigate the current status of the organizational learning and teachers’ professional growth in junior high schools; to examine the relevant factors between organizational learning and teachers’ professional growth; to examine the correlation between organizational learning and teachers’ professional growth; to analyze how the status of organizational learning varies according to the variable of teachers’ backgrounds and to the variable of organization backgrounds; to analyze how the status of teachers’ professional growth varies according to the variable of teachers’ backgrounds and to the variable of organization backgrounds; to discuss the predictive effect of the above two variables and organizational learning on teachers’ professional growth.
Literature analysis and questionnaire survey were conducted in this research. The sample consisted of 1000 public junior high school teachers in the south of Taiwan-Kaohsiung city, Kaohsiung county and Pingtung county. The ‘Junior high School Situation Survey Scale’ is the main instrument of this research, including ‘Organizational Learning Scale’ and ‘teachers’ Professional Growth Scale.’ 1000 questionnaires were sent out, 861 were reclaimed, and 852 were useful. The reclaim percent is 86.1, and the percent of effective questionnaire is 85.2. Then run the database of effective questionnaires, and discuss.
The results of this research revealed:
1. The current status of Organizational Learning and
Teachers’ Professional Growth in elementary schools is
mostly good.
2. The better the school Organizational Learning is, the better
Teachers’Professional Growth will be.
3. There is canonical Correlation between organizational
learning and teachers’ professional growth.
4. The status of professional growth is better in favor of male
teachers, elder teachers, and veteran teachers.
5. The teachers who graduated from 40-credit-class of graduate
school, with group-leader work, and with director work, have
better awareness of organizational learning.
6. Teachers who teach at large and small schools or at schools
located in downtown have better awareness of organizational
learning.
7. The better organization learning happens in schools that
have been established for 11-20 years and 31-40 years.
8. The status of professional growth is better in favor of
general types of junior high schools.
9. There was no significant difference in teachers’
professional growth between male and female teachers.
10.Elder teachers, veteran teachers, and different level of
teachers’ education will have better professional growth.
11.Teachers with administrative work have better professional
growth.
12.Teachers who teach at schools with many classes and at
schools, which are located in downtown, will better
professional growth.
13.Teachers who teach at school lately established will better
professional growth.
14.Teachers in different type of school have better
professional growth.
15.The sequence of predictive effect of variables on teachers’
professional growth is as following: organizational
learning, teachers’ background, and school background.
Key words: Organizational learning, Teachers’ professional
growth, Junior high school
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