The study on the Relationship of Teachers’ Awareness of Organizational Inertia, Organizational Change and School Competitive Advantage in Junior High Schools in Kaohsiung City

• Main Authors: Chia-Hui Su, 蘇嘉惠
• Other Authors: Tsai-Feng Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/59979415851144200234

碩士 === 國立高雄師範大學 === 教育學系 === 99 === The main objective of this study was to investigate teachers’ awareness of organizational inertia, organizational change and school competitive advantage in junior high schools in Kaohsiung City. Questionnaire survey was adopted in this study and the faculties of junior high schools in Kaohsiung City were picked as target population of this survey. The researcher sent out 715 questionnaires to 32 schools in Kaohsiung City. 685 questionnaires of the responses were valid for this study, in a rate of up to 95.80%. The collected data were analyzed by means of average, standard deviation, t-test, one-way ANOVA, Pearson’s product correlation, canonical correlation and stepwise multiple regression. The main findings of this study are presented as follows: 1. The score of organizational inertia is below the average, of which the “structure inertia” is relatively high. 2. The score of organizational change is above the average, of which the “technical equipment” is relatively high. 3. The score of school competitive advantage is above the average, of which the “service edge” is the best. 4. Teachers who are 31-40 years old, 6-15 years of service period, non-administrative staff, working in middle, large and urban schools have higher awareness of organizational inertia. 5. Teachers who are male, senior, working as directors, working in small and remote district schools have higher awareness of organizational change. 6. Teachers who are male, senior, working as directors, working in small and remote district schools have higher awareness of school competitive advantage. 7. The lower organizational inertia is, the better organizational change is; the higher organizational inertia is, the lower school competitive advantage is; the more organizational change is, the better school competitive advantage is. 8. The better “personnel concept” and the more “technical equipment” of organizational change reaches, the better school competitive advantage produces. 9. Organizational inertia, organizational change can apparently predict the school competitive advantage, of which the “technical equipment” can predict the school competitive advantage best. According to those conclusions, some useful suggestions were presented to the educational administrative organizations, junior high school principals, and future study.