| Summary: | 碩士 === 國立花蓮師範學院 === 國民教育研究所 === 94 === Abstract
The main purposes of the study was to realize the situation of teaching efficacy in elementary school teachers , and to explore the relationship between organizational learning and teaching efficacy. Five hundred and seventy-four teachers were sampled from two major cities of southern Taiwan (Koashuing City, Koashuing County and Pingtung County). The instruments used were：Self-Report Scale of Organizational Learning and Self-Report Scale of Teaching Efficacy. The data were analyzed by average, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation.
The main findings of this study were concluded as follows:
1. The whole situation of learning situation in elementary school teachers is not good. On every dimension, Collective one-cycle feedback learning is better and Personal Re-learning worst.
2. The whole situation of teaching efficacy in elementary school teachers is not good. On every dimension, the preparation of teaching program is better and the atmosphere of good leaning worst.
3. The organizational learning in elementary school is differences for the variable of teacher’s background, and the Class Teachers are better than Administration Teachers. The others are no any differences.
4. The teaching efficacy in elementary school is differences for the variable of school background, and the whole situation of teaching efficacy on Pingtung County and Koashuing County is better than Koashuing City, and also seven to twelve classes better then beyond twenty-five classes. The others are no any differences.
5. There is a positive relationship between organizational learning and teaching efficacy in elementary school teachers. The better organizational learning is, the better teaching efficacy is, and vice versa.
Suggestions are also provided related to government officials, school administrators and teachers, as well as further research.
Keyword : organizational learning, teaching efficacy
|
|---|
