A Study on the Relationship among Group Dynamics, Innovation Climate and School Effectiveness in the Elementary School in Kaohsiung City

• Main Authors: LU YEN YU, 盧衍宇
• Other Authors: 鄭彩鳳
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/87294837387127055974

碩士 === 國立高雄師範大學 === 教育學系 === 103 === This research aimed at probing into elementary school group dynamics, innovative climate and school effectiveness in Kaohsiung. This study used questionnaires, elementary school teachers in Kaohsiung were the research object, stratified sampling method to extract 43 schools, 804 formal teachers, 775 questionnaires were collected, 764 valid questionnaires, the effective rate of 95%. After the questionnaires, the information was processed by statistical methods as descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation and stepwise multiple regression. Based on this research reaches the following conclusions: 1. The degree of the awareness of “group dynamics” among the elementary school teachers in Kaohsiung is above average, and the “organizational norms” is the highest, the “group cohesion” is the lowest. 2. The degree of the awareness of “innovative climate” among the elementary school teachers in Kaohsiung is above average, and the “job autonomy” is the highest, the “organization encourages” is the lowest. 3. The degree of the awareness of “school effectiveness” among the elementary school teachers in Kaohsiung is above average, and the “quality of teacher teaching ” is the highest, the “advocate of community and parents” is the lowest. 4. The elementary school teachers that are male, served as director, school scales 13-24 are more aware of group dynamics. 5. The elementary school teachers that are male, served as director, school scales 13-24 are more aware of innovative climate. 6. The elementary school teachers that are male, served as director, school scales 13-24 are more aware of school effectiveness. 7. Elementary school group dynamics better, and innovative climate better. 8. Elementary school group dynamics better, and the school effectiveness is higher. 9. Elementary school innovative climate better, and the school effectiveness is higher. 10. There is overall relationship between group dynamics and innovative climate to school effectiveness; teachers perform “learning and growth” better, and the performance of “teaching quality” is better. 11. Group dynamics and innovative climate is significantly predictable to school effectiveness, and the “organization encourages” can best predict the school effectiveness. Finally, suggestions are given to the education authorities, school managers, elementary school teachers and future researchers.