Class Management in the Toyota Way and Academic Performance: A Study of a Public Elementary School in Taichung

• Main Authors: Chen, Huiwen, 陳慧文
• Other Authors: Wei, Chingchun
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/37337297110271862023

碩士 === 靜宜大學 === 管理碩士在職專班 === 101 === This study is intended to examine whether or not the application of the Toyota Way(defined as 14 management principles of 4 types) can help improve the academic performance of a class in the subject study of Mandarin and math. For this purpose, we select 68 classes in a public elementary school in Taichung as samples, and look into the Toyota Way as well as the traditional measurement of class management, and thus develop 19 assessment indicators as the criteria to judge whether or not the class management strategies of the teachers of the 68 sample classes is applying the Toyota Way. Using the 5-point Likert scale, we design a questionnaire with these 19 indicators as questions for the sample teachers to answer. A teacher’s answer of each question item in the 5-point Likert scale (namely strongly agree, agree, neutral, disagree, and strongly disagree) is measured as the teacher’s current strategy in class management as well as to what extent the Toyota Way is put into practice. We employ the discriminant analysis and the multiple regression method to inspect the impact of the class management in the Toyota Way upon the academic performance of a class. The conclusions are as follows: The application of the Toyota Way to the extreme degree can enhance the academic performance. The application of the Toyota Way type 1 management principles to the class management of the 1st, 2nd, 5th and 6th graders can improve their academic performance. The application of the Toyota Way type 2 principles to the class management of the 3rd, 4th, 5th and 6th graders can improve their academic performance. The application of the Toyota Way type 4 principles to the class management of the 3rd and 4th graders can improve their academic performance. However, the application of the type 3 principles is irrelevant to the academic achievements. The result of the multiple regression also shows that the 2nd and the 5th principles of the Toyota Way as well as the age and the academic background of the teachers are the key factors that help enhance the academic performance.