Organizational Climate of Special Education Section in the Junior High School

• Main Author: 李孟涵
• Other Authors: 潘裕豐
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/58261230461672936993

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 102 === The study aims to investigate the atmosphere of special education section in the junior high. I used a case study which is one method of qualitative research in order to help me to know about the development course and the current situation of organizational climate, the relationship between principal and teachers’ behaviors for the development of organizational climate. Furthermore, I’d also like to know the follow-up impact to special education section when the atmosphere formed. Participants are six special education teachers, who taught more than five years at the school. I did twice individual interviews in two months, and participated in the group up to nine months. In the part of observation, I took ten research notes and collected fourteen written records of meetings to verify the data, and then I used the process of coding to categorize the data to build the structure of research topics. The results of the study as following: first, the openness of organizational climate which is very high; second, the principal has special leadership style overall and the limited knowledge of special education so that she respects special education teachers’ profession and gives a lot of supports by specific action. Moreover, the teachers interact well, so they always help each other. Also, the relationship is intimate between teachers and students. However, the teachers still have somehow different attitudes in parent-teacher communication. In the end, the teachers creating the features of section and some of them having positive personality traits can enhance their organizational identities and confidence. In conclusion, the interaction between long-term organizational climate and temporary organizational climate influences the feelings of teachers. Long-term organizational climate includes the behaviors of the principal and the teachers; on the contrary, important events and the performance of organization belong to temporary organizational climate. According to these findings, I make some suggestions for the school staffs and the academic domain.