| Summary: | 碩士 === 高雄師範大學 === 教育學系 === 98 === This study aimed to explore the relationship among the culture of teachers, the culture of students, and school effectiveness. Based on the theoretical framework through comprehensive literature review, the survey instrument was developed, which comprised three perception scales. Data were collected for 35 junior high schools in Kaohsiung, which were drawn according to stratified sampling. Teacher culture data and student culture data were collected from 428 teachers and 505 students respectively within these schools. While statistical methods such as descriptive statistics, t-test, one-way ANOVA were used to execute data analysis, correlation and regression analyses supported the expected relationships between teacher culture, student culture and school effectiveness. The main conclusions of this study were:
1.Teachers’ perception of staff culture in junior high schools was positive, while the perception of “teacher belief” was the highest.
2.Students’ perception of student culture in junior high schools was positive, while the perception of “peer relationship” was the highest.
3.School effectiveness of junior high schools scored at the upper-medium level, while the score of “teacher teaching” was the highest.
4.Female, teachers with less than 5 teaching years perceived higher teacher culture than their male colleague.
5.Girls, high-performance students, and students in large schools perceived higher students culture than their peers.
6.Male, teachers with 6-10 teaching years, and teachers in large schools perceived better school effectiveness.
7.The higher the scores of teacher culture were, the better the school effectiveness was.
8.School effectiveness can be predicted by teachers’ background variables as well as their perception of teacher culture, while “professional development” was the main predict variable.
Accordingly, implications of these findings are discussed. Finally, suggestions for teachers, schools as well as further studies are proposed.
|
|---|
