The Relationship between Innovation Climate and School Effectiveness

• Main Authors: Huang Li-Mei, 黃麗美
• Other Authors: Shir-Tau Tsai
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/62279161576686127310

博士 === 國立臺灣師範大學 === 工業科技教育研究所 === 92 === The research centered on school innovative climate and school effectiveness through analysis of literature review and questionnaire survey. 3,348 public elementary and junior high schools (Peng-hu included) were drawn as population. Through stratified random sampling according to school size and region, 2,235 teachers from 179 schools were sampled, to explore: first, the current conditions of school innovative climate and school effectiveness; second, the influence of variables such as teacher background difference, and school characteristics on perception of innovative climate and school effectiveness; and third, the influence of school innovative climate on school effectiveness. The conclusions of the research are as follows: I. The elementary and junior high schools under research show that the innovative climate and school effectiveness are normally good, yet it is common of the teachers to feel stressed from the heavy workload. II. Elementary school teachers indicate higher positive perception of innovative climate than junior high school teachers, and the former shows conformity on the negative perception of school innovative climate by scoring significantly lower than junior high school teachers. Significant differences exist in all conceptions between elementary and junior high schools teachers. III. Innovative climate and school effectiveness are affected by teacher background difference and school characteristics. 1. Tintype schools show higher positive innovative climate perception than medium and large type schools, and they also show an identical lower negative perception of innovative climate. 2. Schools built more than 35 years score higher on every perception than those less than 35 years. 3. On the perception of work challenge, schools in Southern Taiwan generally score higher than those in Central Taiwan; on the perception of school resources, schools in Northern Taiwan also show a significant higher tendency than that of schools in Central Taiwan. As to the conception of overstress workload, schools in Northern Taiwan show a significantly higher tendency than that of schools in Southern Taiwan as well. 4. Male, elder, senior, taking up administrational positions, and graduate school educational background have a higher positive school innovative climate perception, and often possess higher compressive resistance. IV. Correlation existed between innovative climate and school effectiveness. 1. Positive organization innovative climate is in positive correlation with school effectiveness, while overstress workload in negative correlation with school effectiveness. 2. Teaching quality is positively correlated with teamwork. 3. Support from Parents and communities is negatively correlated with resources. 4. Perception as Organizational encouragement, supervisory encouragement, support from teamwork, autonomy, and challenging have greater influence on school effectiveness. V. Innovative climate has predictability to school effectiveness. Supervisory encouragement is predictive of managerial service performance; teamwork is predictive of teaching quality; organizational encouragement serves as the best predictor of students’ achievement and support from parents and communities. According to the conclusions of this study, the researcher presents suggestions on school innovative management, educational governance innovation, and future research respectively so as to enhance school innovative climate and effectiveness at the elementary and junior high education level.