A Study of the Relationships among High School and Vocational High School Knowledge Management, Organizational Learning and School Effectiveness-Based on the Great Kaohsiung Area

• Main Author: 劉樟煥
• Other Authors: 鄭彩鳳
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/00341993996566016053

碩士 === 國立高雄師範大學 === 教育學系 === 99 === The purpose of this study is to explore the relationships among knowledge management, organizational learning, and school efficieness of high schools and vocational high schools in the great Kaohsiung area. This study applied statistical method to analyze the differences in different background variables and the correlation among knowledge management, organizational learning, and school effectiveness. According to research results, several suggestions were recommended to promote the school efficiency via the knowledge management and organization learning. The results also can be served as the reference for the government, high school and vocational high school, and the future study. This study adopted the questionnaire investigation to collect the research data. A “The relationships among high and vocational high school knowledge management, organizational learning, and school effectiveness questionnaire” were sent to 585 teachers in 52 high school and vocational high school around the great Kaohsiung area. Descriptive statistics, t-test, ANOVA, Pearson product-moment correlation, canonical correlation, and stepwise multiple-regression were used for data analysis, which yields the following results: 1. The teachers perceived an above-middle level on the knowledge management perception, among the section scores, “Knowledge application” is the highest. 2. The teachers perceived an above-middle level perception on organizational learning, among the section scores, “technology application” is the highest. 3. The teachers perceived an above-middle level perception on school effectiveness, among the section scores, “teachers’ pedagogical effectiveness” is the highest. 4. Male teachers with administration work teaching in high school with above 49 classes perceived the higher perception on knowledge management. 5. Male teachers teaching in high school with above 49 classes perceived higher perception on organizational learning. 6. Male teachers with administration work teaching in high school with above 49 classes perceived higher perception on school effectiveness. 7. The more positive in teacher’s attitude on knowledge management, the higher acceptance level on organizational learning. 8. The more positive in teacher’s attitude on knowledge management, the higher performance level on school effectiveness. 9. The higher teachers’ acceptance level on organizational learning, the higher performance level on school effectiveness. 10. The higher teachers’ acceptance level on “dialogue”、“technology utilize” and “system ponder” factor, the higher performance level on school effectiveness. 11. The teachers’ acceptance level in knowledge management and organizational learning can predict the school effectiveness, especially the aspect of “dialogue”、“technology utilize” and “system ponder”.