| Summary: | 碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 97 === The purpose of this study is to explore the relationship between primary school teachers’ attitude and their teaching effectiveness on organizational changes. The researcher used questionnaire survey method in this study and self-designed a questionnaire “the Relationship between Organizational Change and Teaching Effectiveness of Primary School Teachers“ as the survey tool. Total 1016 copies of questionnaire were sent to 118 sample primary schools in 6 counties of central Taiwan (Miaoli County, Taichung City, Taichung County, Changhua County, Nantou County and Yunlin County) and 827 returned copies were effective. The returned rate reached 81.4%. The data were analyzed with the methods of Mean, Standard Deviation, T-test, One-way ANOVA, Pearson Product-moment Correlation, Canonical Correlation, Stepwise Multiple Regression.
The results are as follows:
1.Primary school teachers generally entertain high positive
identity on school organizational changes. Among these
organizational changes options, “techniques of organizational
changes” received the highest level of identity.
2.Primary school teachers’ teaching effectiveness was rated a fair
performance, and the best part was “creating learning atmosphere”.
3.Among background variables, both primary school teachers’ attitude
and their teaching effectiveness was influenced by marital status,
which county and region schools are located in.
4.Among background variables, primary school teachers’ attitude and
teaching effectiveness was not influenced by those ones: gender,
education background and post of jobs.
5.To raise primary school teachers’ identity on school
organizational changes will help improve their teaching
effectiveness.
6.The priority of school organizational changes is to move the
change of personnel matters.
At last, the research provided suggestions for the education administrative authorities, school administrators and primary school teachers in future researches.
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