| Summary: | 博士 === 國立政治大學 === 教育研究所 === 95 === The main purposes of this study are: (1) to understand the present condition of dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (2) to analyze the diversity of different background variables in dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (3) to discuss the relationships between dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (4) to investigate the Predicted Analysis of dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (5) to conclude the path relationships between dynamic capabilities, organizational health climate, and school innovative management in the elementary school.
The present study applied literature analysis and questionnaire survey method. According to related literature, the theoretical foundation was constructed and 「Elementary School Dynamic Capabilities, Organizational Health Climate, and School Innovative Management Survey Questionnaire」was organized. Ninety-three elementary schools were chosen randomly from north, central, south, and east regions in Taiwan. Totally there were 1408 elementary school teachers. Subjects’ viewpoints about Elementary School dynamic capabilities, organizational health climate, and school innovative management were collected. The data were analyzed by Descriptive Statistic, ANOVA, Correlation Analysis, Stepwise regression, and LISREL8.71.The results are shown below:
1.About dynamic capabilities in the elementary school , technology application is the highest，then innovative learning, school positioning, and knowledge management. And administrative integration is comparatively lower than the others.
2.About organizational health climate, teacher affiliation is the highest, then collegial leadership, influence of resources, and emphasis on academic achievement. Subjectivity of institution is comparative lower than the others.
3.About school innovative management, information technology innovative management is the highest, then external relationship innovative management, administrative management innovative management, and teaching sharing innovative management. And campus planning innovative management is comparatively lower than the others.
4.Teachers, who are senior, experienced, or have administrated jobs, perceive dynamic capabilities, organizational health climate, and school innovative management higher than young, unexperienced teachers.
5.Private school teachers’ perception of dynamic capabilities, organizational health climate, and school innovative management is higher than public school teachers.
6.Teachers’ perception about integral dynamic capabilities, organizational health climate, and school innovative management is higher when they teach in urban, small-scale, and newly-built schools.
7.There is high correlation association between dynamic capabilities, organizational health climate, and school innovative management.
8.Dynamic capabilities and organizational health climate can effectively predict school innovative management.
9.The fit measures of the two-order confirmatory factor analysis model of dynamic capabilities, organizational health climate, and school innovative management is good.
10.By organizational health climate, dynamic capabilities can promote school innovative management
According to studied results, some suggestions are addressed for educational administrated institutions, principals, teachers, and future researchers.
1.For educational administrated institutions
（1）Bring dynamic capabilities, health climate, and school innovative management into school evaluation indicators.
（2）Allot educational resources for public and private schools by school achievement.
（3）Rebirth old schools and promote their innovative capabilities.
2.For principals
（1）Create opportunities for senior and experienced teachers to share and pass down their experience.
（2）Provide teachers with sufficient teaching resources and help them to advance professional development.
（3）Construct creative, animate, humanistic, and health campus.
（4）Do not change prime policies due to some parents’ unreasonable demands.
3.For school teachers
（1）Integrate information and Internet technology into teaching to enhance teaching efficiency.
（2）Share teaching resources through campus information platform.
（3）Know the outside environment is changed in high-velocity and create unique innovative capabilities.
4.For future researchers
（1）There should be more subjects.
（2）Researched issue can be deeper and broader.
（3）Researched methodologies can be more multi-dimentional.
Keyword：the elementary school, organizational dynamic capabilities, organizational health climate, school innovative management
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