A Study on the Urban-Rural Differences form Learning Organization in the Elementary School

• Main Authors: Chang Chien Wen Chung, 張簡元崇
• Other Authors: 吳煥烘
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/66301458048042652320

碩士 === 國立嘉義大學 === 國民教育研究所 === 92 === The purpose of this study was to develop an elementary school learning organization (LO) scale, and applied it to assess the relationship of LO between urban-rural elementary school. First, we verified this scale on structural equation model theory. Second, we analyzed the LO data of urban-rural school based on measurement invariance theory, we also examine the confirmatory factor analysis (CFA) test. We try to find out the differential between urban-rural learning organization. These are two major methods in this research, First, we exploited literature analysis to study the related researches, to be our research cornerstone. Second, we developed an “Element School Learning Organization Questionnaire” to collect the source data concerning the status of LO of urban-rural elementary school. We have 690 participants are all come from 138 public elementary school. And we analyzed 552 valuable questionnaires by sampling the participants from several clusters randomly. The result of statistic analysis, literature analysis, and questionnaire are depicted as follow: 1. There are four potential variables and thirteen observed variables in the LO model of elementary school. Potential variables are mental model, team learning, system thinking, personal mastery. Observed variables are anti think, poll, fictile ensemble picture, teaching consider lead, team of LO , curriculum development, fellowship and conversational, ensemble school administration carry on, integrate administration occupation, crisis management , ego learn, confront with true fact, ego aspiration. 2. The detail test of urban-rural invariance are described as follow: A. There is a crisis management variable in factor loading no invariance. B. There are team of LO, and curriculum development variables in intercept no invariance. C. There are fictile ensemble picture, curriculum development , fellowship and conversational , confront with true fact , ego aspiration variables in disturbance no invariance. D. There are team learning, system thinking variables in factor variance no invariance. Keywords: learning organization, urban-rural, elementary school