臺北市國民中學教室走察實施與學校組織文化關係之研究

Abstract

本研究旨在調查臺北市國民中學教室走察實施與學校組織文化關係之研究，瞭解不同個人與學校背景變景變項的學校人員所知覺的教室走察實施與學校組織文化之差異情形，據以探討二者間關係，分析不同學校組織文化對於教室走察實施之預測力。本研究以臺北市公私立國民中學為研究對象，採問卷調查法，以「臺北市國民中學教室走察與學校組織文化現況調查問卷」為研究工具進行抽樣調查，發放42所學校，共計649份正式問卷，共計有效問卷為424份，有效回收率為65.33%。經次數分配、平均數、標準差、獨立樣本ｔ檢定、單因子變異數分析、皮爾森積差相關分析與多元迴歸等統計方法進行資料分析，摘述研究結果如次： 壹、學校人員對於教室走察實施歷程與成效抱持正向看法。 貳、男性、具碩士學歷、擔任學校主任、曾接受教室走察、曾擔任走察人員的學校人員，對於教室走察的實施歷程與成效的知覺情形較高。 參、學校班級數介於13至36班間的學校人員，對教室走察實施歷程的知覺程度較高，惟對實施成效的看法則大致相同。 肆、結構化的觀察重點在層級型學校組織文化中能獲得最大彰顯效果，且對於學校改善教師教學及提升學生學習之成效亦為最佳。 伍、協助性的啟迪察覺在市場型學校組織文化中能獲得最大彰顯效果，且對於學校精進課程品質之成效亦為最佳。 陸、非正式的短暫訪視及高協同的合作文化，在夥伴型學校組織文化中能獲得最大彰顯效果，且對於學校激發團隊行動及提升學生學習之成效亦為最佳。 柒、結構化的觀察重點在發展型學校組織文化中能獲得最大彰顯效果，且對於學校激發團隊行動及精進課程品質之成效亦為最佳。This study aims to investigate the current situation between Classroom Walk-Through and school organizational culture of junior high school in Taipei City, and to compare the differences between the two factors perceived by school members with different personal variables and school environmental variables, and to explore the relation between the two factors, and to analyze the predictability of Classroom Walk-Through toward school organizational culture. The subject of this study is the complement school administrators and teachers of junior high schools in Taipei City. A survey method was adopted and with the tool of “The Questionnaire of Classroom Walk-Through and School Oranizational Culture of Junior High Schools in Taipei City”. There are 649 questionnaires which were send to 42 schools in the sampling investigation, 424 effective questionnaires were collected, and the effective returns-ratio is about 65.33 %. Further, the data analyzed by distribution, mean, standard deviation, t test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. The main conclusions of the study are as follows: 1.In Classroom Walk-Through, the school administrators and teachers both had good perception, but which still had space for improvement. 2.In Classroom Walk-Through implementing process and effectiveness, the school administrators and teachers’ perception of male, master, serving as director of schools, had attend Classroom Walk-Through and had been Classroom Walk-Through inspectors was above the average. 3.In Classroom Walk-Through implementing process, total number of class between 13 to 36 junior high schools in Taipei City was above the average; and there were no significant differences in administrators and teachers with different school background variable in Classroom Walk-Through implementing effectiveness. 4.The hierarchical school organizational culture had the highest predictability of structural “look-for” in Classroom Walk-Through implementing process and the highest predictability of improving teachers’ teaching techniques and enhancing students’ learning achievements in Classroom Walk-Through implementing effectiveness. 5.The market school organizational culture had the highest predictability of assistance of enlightenment perceived in Classroom Walk-Through implementing process and the highest predictability of sophisticating curriculum qualities in Classroom Walk-Through implementing effectiveness. 6.The clan school organizational culture had the highest predictability of informal shorten inspections and collaborative culture in Classroom Walk-Through implementing process and the highest predictability of insipring teamwork actions and enhancing students’ learning achievements in Classroom Walk-Through implementing effectiveness. 7.The adhocracy school organizational culture had the highest predictability of structural “look-for” in Classroom Walk-Through implementing process and the highest predictability of insipring teamwork actions and sophisticating curriculum qualities in Classroom Walk-Through implementing effectiveness.