A study of the Relationship among Organizational Change,Teachers' Commitment and School Effectiveness in Spceial Education Schools

• Main Authors: Kun-Chou-Liao, 廖堃州
• Other Authors: 梁滄郎
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/84692733395802776045

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 96 === Abstract The purpose of this study was to investigate the relationship of organizational change、their teachers’ organizational commitment and school effectiveness in special educational schools . It was conducted through questionnaire survey. The samples included 864 teachers at. special educational schools, and the valid return rate was 70.4%. The statistical techniques were t-test, one-way ANOVA, canonical correlation, and multiple regression analysis.The major findings of this study were as follows： 1.There were significant differences in the teachers’ perceptions of organizational change in terms of teachers’ age, teachers’ departments and experience of teaching. 2.There were significant differences in the teachers’ perceptions of organizational change attitude in terms of teachers’ age, teachers’ departments and and school location. 3.There were significant differences in the teachers’ perceptions of organizational commit in terms of teachers’ age, teachers’ work departments and school location. 4.There were significant differences in the teachers’ perceptions of organizational commitment in terms of teachers’ age, teachers’ departments and school location. 5.There was significant positive correlation between organizational change and teachers’ organizational commitment. 6.There was significant positive correlation between organizational change and school effectiveness. 7.There was significant positive correlation between organizational and school effectiveness. 8.Teachers’ perceptions of ‘technology aspect change’ and ‘people aspect change’ can significantly predict teachers’ organizational commitment. 9.Teachers’ perceptions of ‘technology aspect change’ and ‘people aspect change’ can significantly predict school effectiveness. 10.There were some intermediary effects in organizational change attitude between organizational change and school effectiveness. Key word：Special educational school, organizational change , teachers’ organizational commitment, school effectiveness