A Study of The Relationship Between School-based Management and School Organization Effectivenss in Elementary Schools

• Main Authors: Wang-Sue He, 王隨憙
• Other Authors: Chen- Quan Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/d9m8tj

碩士 === 國立臺東大學 === 進修部暑期學校行政碩士班 === 100 === The purpose of this study was to investigate current situations of school-based management and school organization effectiveness and to explore their relationships in elementary schools. A survey design using a stratified random sample was conducted in public elementary schools in PingTung County. Measurements included School-Based Management Scale and School Organization Effectiveness Scale for Elementary School. A total of valid questionnaires was 523. Statistical methods using SPSS 18.0 version for Windows included descriptive analysis, independent t test, one-way ANOVA, product-moment correlations, and multiple regressions, finally structural equation modeling. According to the data analysis and discussion, nine conclusions were generated as in following. 1. The current school-based management was in the middle level. The level of school-based budget management and school accountability revealed a need of improvement. 2. Elementary teachers generally agreed with school organization effectiveness. 3. Related to the levels of school-based management and school organization effectiveness, overall, mini size schools had better performance than large size schools. 4. Middle size schools had better performance in controlling school accountability and quality of administrative effectiveness than large size schools. 5. Female principals were more often use the empowerment strategy than male principals. Compare to the levels of implementation of school-based curriculum, personnel, and budget, female principals showed a significantly higher level of implementation than male principals. 6. Principals who served in school between one to two years showed a higher level of school-based management than those who severed in school for shorter or longer periods. 7. Principals who served in the school for moving into the Second period had lower level of school organization effectiveness than other principals. 8. The higher school-based management the school had, the better school organization effectiveness the school had, and the better quality of administrative effectiveness and teacher performance the school had. 9. The most powerful influence of school organization effectiveness was the aspect of accountability in school-based management.