A Study of the Relationship between School Administrators′ E-learning and Organizational Learning Culture in Elementary Schools in Taipei County

• Main Author: 林純如
• Other Authors: 黃旭鈞
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/92371813528603246007

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所教育行政碩士學位在職進修專班 === 98 === The purpose of this study was to examine of the current situation of school administrators′ e-learning and organizational learning culture in elementary schools in Taipei County, and by investigating the differences based on different background variables, to explore the relationship between school administrators′ e-learning and organizational learning culture in elementary schools in Taipei County. For the purpose of this study, literature review and questionnaire survey was employed. A questionnaire about school administrators′ e-learning and organizational learning culture was developed and was administered to 620 school administrators to examine their perceptions of e-learning and organizational learning culture. Totally, there were 445valid samples were collected to and the valid questionnaire return rate was 71.77％.The researcher analyzed the survey data by various statistical methods such as t-test,one-way ANOVA, Scheffé and Tukey method and Pearson product-moment correlation. Based on the findings of this study, the following conclusions were drawn: 1.The elementary schools administrators’ scores on the “perception of participate in e-learning” were over average. Among them(e-learning policy、Information environment and ability、e-learning courses、learners will), the participants gave the highest score on “e-learning policy.” 2.The elementary schools administrators’ scores on the “perception of organizational learning culture” were average. Among them（individual level、group level、organizational level）, the participants gave the highest score on “individual level.” 3.Gender, education level, marital status, school size and a number of learning hours were significantly affect the elementary school administrators’ perceptions of e-learning. 4.Gender and a number of learning hours were significantly affect the elementary school administrators’ perceptions of organizational learning culture. 5.The more obviously the school administrators perceived the cognitions of e-learning, the higher the dimensions of overall organizational learning culture were. According to aforementioned findings, the study proposed suggestions toward educational administration agencies, the elementary school and future researchers.