優質化學校組織變革準備度量表建構與信效度之研究

Abstract

「面對改變，準備好了嗎？」面對即將發生的未來，我們只想著如何去因應改變，卻忽略了自己是否做好面對未來的準備，多數對於教育改革的研究在於如何因應教育改革、哪些因素為要、對於教育改革的信念與看法為何？過去對於學校組織變革的研究大多對於教育組織變革、校長領導、組織成員抗拒等主題作為探討，少有以組織變革準備度的教育相關研究，故本文希望引介Holt（2007）組織變革準備度的研究，建構學校組織變革準備度量表與其信效度，供於現今面臨高中優質化政策下教育改革的學校，作為自我評估與檢視變革準備度，改進變革準備度不足之處，以利於後續變革的進行。 本研究以學校為單位，共發放95份問卷，回收率100%，其中排除未參與過該校課程發展與在該校服務年資10年以下之教師，共取50份問卷，參與高優計畫3年以下的學校5份，參與高優計畫4年以上學校45份。接著將蒐集到的填答資料以SPSS 18.0進行基本資料與信度、效度分析─內部一致性α係數與因素分析，研究結果如下： 一、學校組織變革準備度量表共分為「變革必要性」、「變革管理階層支持」、「變革信心」、「個人效益」四個構面，共29題。 二、量表信度檢驗：各構面的內部一致性系數Cronbach's α值皆介於0.7~0.9之間，表示該量表具有良好的信度。 三、量表效度檢驗：先以因素分析提取各構面之因素分數，再進行量表效度檢驗，因素負荷量：各題項的因素負荷量皆大於0.5；區別效度：各構面之間在統計上沒有顯著相關；效標關聯效度：各構面與效標量表在統計上有顯著相關，表示該量表具有良好的效度。 本量表以學校組織為對象，與一般業界組織準備度量表必有所不同，業界之變革準備度量表較於籠統，而本研究發現針對學校組織發展量表時，問題描述越具體，其信度與效度越佳。 組織變革即為組織不斷自我精進與改進的連續歷程，故本量表亦適用於已變革的學校組織做定期評估，寄望透過本量表的檢視，使學校組織發展能夠變得更好。“Are you ready to face change?” Almost, we just to wonder how to face the change of future, whereas ignoring whether to do something for future. In the past, most researches about educational reform were focused on how to face the reform, importance and the belief and opinion. Most researches of school organizational change were rather focused on education organizational change, principal lead, the resist of organization members than the readiness for organizational change. Therefore, the research would like to combined the research of readiness for organizational change on the business (Holt, 2007) with school organizational change. To construct the measureof the readiness for school organizational change and its reliability and validity for schools that are facing education reform under the School actualization program (SAP) policy, as a self-assessment and review of the readiness for change, improve the lack of preparation for change, in order to facilitate the subsequent changes. In this study, 95 questionnaires were distributed in schools. The recovery rate was 100%. Excluding teachers who have not participated in the development of the school curriculum and the service years of the school for less than 10 years, 50 questionnaires were taken. 5 schools have participated in SAP with less than 3 years, and 45 schools have participated in the SAP for more than 4 years. Then, the collected data will be analyzed by SPSS 18.0 for basic data and reliability and validity analysis. The internal consistency α coefficient and factor analysis are as follows: 1. Readiness for school facing change are divided into four aspects: “change necessity”, “change management support”, “change confidence” and “personal benefit”, a total of 29 questions. 2. Scale reliability test: The internal consistency coefficient Cronbach's α value of each dimension is between 0.7 and 0.9, indicating that the scale has good reliability. 3. Scale validity test: factor analysis is used to extract the factor scores of each facet, and then the validity of the scale is tested. The factors loading: the factor load of each item is greater than 0.5; the difference validity: there is no statistically significant correlation between the facets. Validity of the criterion: Each facet and the effect scale are statistically significantly correlated, indicating that the scale has good validity. This scale is targeted at school organizations and is different from the readiness for general industry’s scale. The readiness for general industry’s scale are more general, and this study finds that the more specific the problem description is for the school organizational development scale, the letter the better the degree and validity. Organizational change is the continuous process of continuous self-improvement and improvement of the organization. Therefore, this scale is also applicable to the school organizations that have been transformed to make regular assessments. It is hoped that the inspection of this scale will make the school organization and development become better.