| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 94 === The purpose of the study examined the relationship between the vision development of the school and the working morale of teachers at Junior High Schools in Taipei City. A questionnaire Survey was adopted in the paper. The stratified random samples included 499 teachers from 29 public junior high schools in Taipei City. The response rate of useful questionnaires was 62%. Furthermore, the collected data were analyzed by some statistic methods, including frequency, mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression. Based on the analysis and discussion of the results, there were some conclusions below:
I.The performance of the vision development at the junior high schools in Taipei was a little better than the average. The performance of the “shaping vision stage” was the best, the “implementing vision stage” was the second, and the “evaluating vision stage” was the lowest.
II.The performance of the teacher morale in the junior high schools in Taipei was much better than the average. The performance of “organizational identification” was the best, “job involvement” was the second, and “group cohesiveness” was the lowest.
III.The teachers with different background variables, including size of school, gender, and job titles, had significant differences on the perception of the vision development of school. The teachers with the background variables, including “below 30 classes,” “46-60 classes,” “male teachers,” and “administrative teachers” had higher perception of the vision development of the school. However, the teachers with different background variables, including years of school, years of principal’s service, and academic degree, and years of teaching didn’t have significant differences on the perception of the vision development of school.
IV.The teachers with different background variables, including size of school, job titles, and years of teaching had significant differences on the perception of the working morale of teacher. The teachers with the background variables, including “below 30 classes,” “46-60 classes,” “administrative teachers,” and “above 16 teaching years” had higher perception of the working morale of teachers. However, the teachers with different background variables, including years of school, years of principal’s service, gender, and academic degree, didn’t have significant differences on the perception of the working morale of teachers.
V.There was a significant positive relationship between the vision development of school and the working morale of teachers.
VI.The vision development of school had predictability on the working morale of teachers, and the “implementing vision stage” was the strongest predictor.
Keyword: school vision, vision development, teacher morale
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