The Relationships between Knowledge Continuity Management and School Innovative Management of Elementary Schools in Taipei and Taoyuan Counties

• Main Authors: Wang Chung-Ming, 汪宗明
• Other Authors: 林新發
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/99447856378106558862

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === This study explores the relationships between knowledge continuity management and school innovative management in elementary schools in Taipei and Taoyuan Counties. The result of the study will provide useful suggestions for education administrative authorities, principals and further researchers. Questionnaire survey and interview are the main research methods of this study. Stratified random sampled is employed in selecting 120 elementary schools in two regions, in which 756 questionnaires are issued and 499 questionnaires of 83 schools are returned. The research tool, originally produced by researcher, is titled as “Questionnaire survey for knowledge continuity management and school innovative management in elementary schools”. Mean, standard deviation, T-test, one-way ANOVA, Pearson product moment correlation and multiple stepwise regression are employed as the statistical methods to analyze the result of questionnaires. The conclusion is achieved as a result of the integration of the analysis of questionnaires survey and interview, which is stated as follows: 1. The knowledge continuity management of the elementary schools in Taipei and Taoyuan Counties can be put at middle intensification, which practically has distinctive performance in “restoration of key knowledge”; however, “evaluation of the continuity of knowledge” needs to be improved. 2. The school innovative management of the elementary schools in Taipei and Taoyuan Counties can be put at middle intensification, in which “innovation of informative technology” scores highest; however, they need to take care of “creation of new values of recourse”. 3. Among the environmental variables of the elementary schools in Taipei and Taoyuan Counties, strong correlation was found between the size of school and school’s performance in knowledge continuity management. The schools which have more than 61 classes gain more scores in “transfer of professional knowledge” than those which have less than 12 classes. 4. The environmental variables and the school innovative management of the elementary schools in Taipei and Taoyuan Counties are not closely related. 5. Significantly positive correlation is found between the knowledge continuity management and the school innovative management of the elementary schools in Taipei and Taoyuan Counties. 6. It can be highly expected that the schools with knowledge continuity management possibly employ school innovative management, in which “creation of shared culture” has a great effect. The study suggests: 1. In terms of education administrative authorities: (1) The workshops and training of “evaluation of knowledge continuity” need to be held in order to improve school innovative management. (2) Build a principal hand-over mechanism to ensure the practice of school innovative management. (3) The procedures in handing school affairs should be standardized to certify the implementation of school continuity management. (4) Build the school policy to enhance the culture of sharing school-related knowledge in order to promote school innovative management. (5) Require schools to build digital database to coordinate with the assessment of school affairs. 2. In terms of principals of elementary schools: (1) Construct school knowledge shared culture and energized the motivation of school innovative management. (2) Positively build strategic alliance with other schools to enhance the integration of resource and simulate the potential of school innovative management. (3) Study the ideas and intelligence of school innovative management to promote school innovative management. (4) Build a hand-over mechanism for school administration to actively continue the fundamentals of school innovative management. (5) Create unit and staff especially responsible for knowledge continuity and build knowledge management system to examine and renew the knowledge. (6) Benefit from the intelligence of retired people and transfer it to current people.