國小教師組織溝通與教學效能關係之研究

• Main Author: 呂佳霖
• Other Authors: 張國保
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/06229247480623929094

碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 98 === A study on relationship between teachers’ organizational communication and instructional efficiency in the elementary school Abstract This study aimed to discuss the intention and situation of the relationship between teachers’ organizational communication and instructional efficiency. It also analyzed if teachers’ organizational communication and instructional efficiency was influenced by differences in teachers’ background. The researcher in the end provided suggestions of developing teachers’ organizational communication in the future and promoting teachers’ instructional efficiency in the future. The methodologies in this study adopted were literature analysis and questionnaires. The questionnaire investigated the relationship between teachers’ organizational communication and instructional efficiency in the elementary school. The survey target was teachers from public elementary schools in Taichung County. 994 questionnaires were distributed and 826 ones were returned with the return rate of 77%. The data was analyzed by SPSS 12.0. The results and conclusions of this study are as follows. 1. Teachers’ organizational communication consisted of four dimensions: upward communication, horizontal communication, downward communication, and disorder communication. 2. Teachers’ instructional efficiency consisted of dimensions: instructional plan and preparation, instructional tactics and management, class management, and instructional achievement and assessment. 3. The proficiency level of teachers’ organizational communication in the elementary schools in Taichung County was high. The performance in paralleling communication was the highest whereas the downward communication was the lowest. 4. The proficiency level of teachers’ instructional efficiency in the elementary schools in Taichung County was acceptable. The correlation in instructional achievement and assessment was the highest whereas instructional plan and preparation was the lowest. 5. In terms of the teachers’ organizational communication, its relationship with variables such as ages, position, years of working experience, and educational background was significant. 6. Regarding teachers’ organizational communication, the correlation between the different sizes of schools and locations was not significant. The performance of teachers teaching in the schools of under 12-level and close to coastline was better. 7. In aspects of teachers’ instructional efficiency, the teachers in different sizes of schools and in different locations of schools were significant differences. 8. This study showed positive correlation between teachers’ organizational communication and teachers’ instructional efficiency in the elementary schools in Taichung County. 9. In this study, the type or proficiency level of teachers’ organizational communication showed strong predictions to the level of instructional efficiency in the elementary schools in Taichung County. Key words: teachers in the elementary school, organizational communication, instructional efficiency