A Study of the Relationship of the Secondary and Elementary School Principals Association’s Organizational Development, Empowerment of Principals, and Organizational Performance of School in R.O.C.

• Main Authors: Rong-Huei Chang, 張榮輝
• Other Authors: Chung-Chen Cheng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/60446902398858680807

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 103 === The purpose of this study is to explore the current situations, differences, correlations, projections, and the fits and distribution of the Secondary and Elementary School Principals Association’s Organizational Development, empowerment of principals, and organizational performance of school in R.O.C. The study subjects were the members of the Secondary and Elementary School Principals Association of R.O.C. (hereinafter referred to as SESPA), and the study area covers the whole Taiwan which was divided into four parts: north, middle, south, and east. This study adopts the document analysis, questionnaire survey, and interview as the study methods, focusing on the study purpose and research questions. First of all, this study constructed the theory feature of research by referring to the related documents. Secondly, composed the formal questionnaire after employing the self-compiled first draft questionnaire of “the Relationship of the Secondary and Elementary School Principals Association’s Organizational Development, Empowerment of Principals, and Organizational Performance of School in R.O.C.” to do the preview. Thereafter, proceeded with the formal survey on the members of SESPA. In rate of 74.9%, 454 effective replies of 475 subjects were returned, and then analyzed them with the SPSS 20.0 version and AMOS (Analysis of Moment Structures), applying the means and standard deviations to find out the subjects’ points of view about SESPA’s organizational development, empowerment of principals, and organizational performance of schools in R.O.C. Thirdly, analyzed in the methods of t-test, multivariate analysis of variance, MANOVA, Scheffé Method to reveal the differences of different background member variables to all dimensions. Fourthly, applied the Pearson product-moment correlation coefficient (PPMCC) to test the correlations between SESPA and empowerment of principals. Fifthly, adopted the multiple stepwise regression analysis to analyze the forecasts of SESPA’s organizational development and empowerment of principals on the school organizational performance. Finally, used the structural equation modeling (SEM) to verify the fits and distribution among all variables of SESPA’s organizational development, empowerment of principals, and organizational performance of school. According to all the above research and analysis, the results of this research were shown as follows: 1.The members of SESPA are highly conscious of SESPA’s organizational development. 2.The earlier the members joined SESPA, the more conscious they showed on “organization duties”, “operation mode”, “and “assistant scheme” dimensions. In “assistant scheme” dimension, compared to the members joined SESPA in 2010, the members joining in 2013 are even much more perceivable. 3.Principals of different areas scored significantly different in the “organizational performance” dimension. As to the “organization goal” dimension, the principals of north scored higher than those of south; principals of east scored higher than those of middle. As to the “organization duties” dimension, principals of north scored higher than those of east; principals of south scored higher than those of middle. As to the “assistant scheme” dimension, principals of north scored higher than those of south. 4.Current members of SESPA have a great consciousness about the empowerment of principals. 5.The values and awareness about “instruction” of the empowerment of principals are subject to the change of age. Members of SESPA aged from 51 to 60 considered them more important than those under 50. 6.In the dimensions of “demonstration of strength” on the empowerment of principals, different statuses of principals led to different recognitions. Principals under pre-service training scored higher than those currently in-service. 7.The dimensions of “empowerment of principals” are highly divergent due to the diversities of schools. As a whole, elementary school principals scored higher than high school principals. As to the “instruction learning” dimension, senior high and vocational high principals scored higher than junior high school principals. 8.The consciousness about “duty assignment”, “authorization flexibility”, “demonstration of strength” are also subject to the change of the scales schools. The bigger the school is, the more powerful the empowerment of principals is. 9.In the dimension of “demonstration of strength”, the research results on the empowerment of principals reflected significant diversities because of the principals’ seniorities. The principals’ seniorities of 11-15 years scored the highest. 10.The principals who undertake different positions in SESPA scored significantly different in “duty assignment” and “instruction learning” dimensions. The members who work for the Secretariat scored higher than those for councils, supervisors, and general members. 11.The members of SESPA showed a great awareness in the school organizational performance. There are four dimensions of school organizational performance: “deep plowing of profession”, “efficacy and efficiency”, “responsibility and accountability”, and “administrative leadership”. 12.The principals serve at different types of schools showed significant differences in organizational performance. The elementary school principals generally showed significant differences in “administrative leadership”, “deep plowing of profession”, “responsibility and accountability”, and “efficacy and efficiency”. 13.Principals who serve at different scales of schools reached the significant level of school organizational performance in “administrative leadership”, “deep plowing of profession”, “responsibility and accountability”, and “efficacy and efficiency”. The school scales of 49 to 70 classes showed significant differences. 14.The organizational development and the empowerment of principals of SESPA showed moderately positive correlated. The relevant variations of every dimension had reached to a significant level. The relevant variations of the “organizational duties” and “operation modes” had reached the highest, and the “assistant scheme” and “organization goal” the second. 15.The organizational development of SESPA had a moderate forecast for the organizational performance of school, and the empowerment of principals had a high forecast for the organizational performance of school. Therefore, the most effective methods to improve the organizational performance of school are the “operation mode” and “assistant scheme” of the SESPA organizational development. And the best way to enhance the “efficacy and efficiency” of the school organizational performance would be to focus on the “operation mode” of organizational development. 16.The empowerment of principals has a high forecast on the accountability of school. If we can put appropriate efforts on “duty assignment”, “authorization flexibility”, “instruction learning”, “demonstration of strength” during the process of empowerment of principals, the school efficiency would be promoted. 17.The organizational development of SESPA can reach the school accountability by the empowerment of principals. 18.The SESPA can employ the strategies of organizational development to empower the staff, furthermore, to enhance the accountabilities of school. 19.The empowerment of principals is the mediator between the SESPA organizational development and the school accountability. Based on the conclusions, the study provides suggestions to the Elementary, Secondary, Senior Middle School Principals Association of R.O.C., school administration authorities, principals, and references for further studies as well.