The Relationship between Organizational Culture and Professional Learning Community Development: A Case study of Elementary Schools in Sanying District of New Taipei City

• Main Authors: WANG, NAI-SIOU, 王乃袖
• Other Authors: HU, SHENG-PING
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/n6sj5m

碩士 === 南華大學 === 國際事務與企業學系公共政策研究碩士班 === 106 === 　　The aim of this study attempts to explore the current situation of school’s organizational culture and professional learning community among public elementary schools in Sanxia and Yingge distirct of New Taipei City. This study may be of importance in detecting significant difference among varieties and in explaining the dynamic relationships between the two variables. We investigated this research by constructing and administering a questionnaire. The participants in this study were selected from the population of teachers served among 31 elementary schools in Sanxia and Yingge distirct of New Taipei City. 126 copies of a personal questionnaire were sent to individuals and 120 copies of questionnaire were valid. In order to clarify the relative contribution of these variables, five types of statistical analyses were used: descriptive statistics, independent samples t-test, One-Way ANOVA, Pearson's product-moment correlation coefficient and canonical correlation analysis. The results of present study were described as follows: (1) All respondents of school’s organizational culture performed well. Respondents of “Bureaucracy Theory Culture” performed higher than respondents of “Innovation Culture.” (2) All respondents of professional learning community performed well. Respondents of “Professional Sharing” performed higher than respondents of “Professional Development.” (3) The result of school’s organizational culture is different in age, educational level, and the age of school. (4) The result of professional learning community is different in educational level, the scales of school, and the types of work. (5) School’s organizational culture and Professional Learning Community were strongly positively correlated in each field, except “Bureaucracy Theory Culture” in professional learning community. (6) School’s organizational culture had a positive impact on the development of teachers’ professional learning community, and its predictive power was amoing 36% to 54%. 　　The results of this paper suggest several dimensions that might profitably be addressed by education administration authority and future researchers in the area.