國民中小學組織文化與教師專業發展關係之研究

Abstract

本研究旨在瞭解台灣地區國民中小學組織文化與教師專業發展之關係。希望藉由理論探討與實徵研究結果，提出建議做為現行國民中小學發展優質的學校組織文化與促進教師專業發展的參考。 本研究使用方法包括文獻探討和實徵分析為主。首先，蒐集有關學校組織文化、教師專業發展的文獻做為本研究的理論基礎；再則，以台灣地區188國民中小學、2029位教職員為研究對象，進行調查、統計、分析以瞭解現今國民中小學組織文化與教師專業發展之間的現況及其中關係；再則，選擇兩所學校進行半結構(semi-structured interview)訪談，希望更進一步地認識學校組織文化與教師專業發展的實際情形。 本研究得到幾項重要結論如下： 一、國民中小學組織文化表現、教師專業發展情形大致良好。而且，國民小學組織文化表現、教師專業發展情形優於國民中學。 二、學校組織文化表現與教師專業發展具有相互依存的關係。 三、國民中小學的學校經營都致力於學校價值和願景的塑造；教職員工具有高度專業興趣，並且表達高度認同感與承諾感。 四、國民中小學校長係塑造組織文化的關鍵人物；校長的領導作為對於教師專業發展具有決定性影響。 五、國民中小學應該加強在正式化、結構化的規範系統的社會化功能；應經由民主與正當程式，擴展教職員工參與決定的空間與機會。 六、國民中小學教職員工的人際關係與專業互動情形並不理想，造成教師之間嚴重缺乏協同合作的氣氛。 七、國民中小學組織文化的表現形式，出現弔詭情形；因而，形成教師在專業發展的表現上有很大差距。 八、國民中小學教師的知識管理能力有努力空間。 九、偏遠地區、歷史10年以下、規模12班以下的國民中小學組織文化表現情形較佳。 十、41-50歲、服務年資21年以上、擔任行政工作的國民中小學教師的專業發展情形較佳。 根據研究結果，本研究提出以下幾點建議： 一、對於相關教育主管、培育與訓練機構的建議 (一)強化教師的文化素養，豐富教師文化視野。 (二)成立校長專業發展機構，強化校長領導作為。 (三)強化教師社會技巧，促進人際管理能力。 (四)深化教師專業興趣，體現專業承諾。 (五)規劃提升學校組織與教師知識管理能力的相關課程。 (六)實踐國民中小學教師進階和分級制度。 二、對於國民中小學的建議 (一)在營造優質的學校組織文化方面。 (二)在激勵教師專業發展，促進教師專業實踐方面。 (三)以學習型組織文化，促進教師專業發展。 三、對於國民中小學教師的建議 (一)厚植教師權能，轉變教師角色。 (二)建立良好人際關係，形成專業社群基礎。 (三)積極參與決定，體現專業自主。 (四)從事批判反省，豐富實踐智慧。 (五)強化知識管理能力，改進專業實踐。 (六)進行專業對話，開展協同行動。

This study aims at the relationship between school organizational culture and teachers' professional development in the elementary and junior high schools in Taiwan. Through the related theoretic analysis and the result of empirical study, it offers some suggestions for the elementary and junior high schools to develop the high-quality school organizational culture and promote teachers' professional development. The discussion of the literature, questionnaire survey and interview are the main methods used in this study. Firstly, this study collects the literatures about the school organizational culture and teachers' professional development to be the theoretical foundation. Secondly, it also consists of 188 elementary and junior high schools, 2029 teachers and administrative staff in Taiwan as the objects of this study, carrying out the investigation, statistics, and analysis in order to understand the present situation and the relationship between the school organizational culture and teachers' professional development in the elementary and junior high schools. Moreover, this study chooses two schools to conduct the semi-structured interview so as to realize the actual situation of the school organizational culture and the teachers' professional development. This study obtains several important conclusions as follows: 1.The performance of the school organizational culture and teachers’ professional development in the elementary and junior high schools is good. And this study discover that this phenomenon in the elementary schools is better than that in junior high schools. 2.There is an interdependent relationship between the school organizational culture and the teachers' professional development. 3.Most of elementary and junior high schools devoted to building the value and vision of the school; the teachers and administrative staff have highly professional interests and express the sense of approval and commitment. 4.The principal is the critical role to create the organizational culture. The leadership of the principal has a decisive influence on the teachers’ professional development 5.The elementary and junior high schools should not only strengthen the socializational function of the formally, structurally normative system but also provide opportunities for teachers and staff to participate in decision-making via democratic and proper procedures. 6.The interpersonal relationship and professional interaction of the teachers and administrative staff are unsatisfactory which result in serious lack of collaborative atmosphere among the teachers in the elementary and junior high schools. 7.There is a paradox in the school organizational culture. Therefore, it appears great distinction in the performance of teachers' professional development in different school organizational culture. 8.The teachers in the elementary and junior high schools should improve the ability of knowledge management. 9.The elementary and junior high schools which located in remote area, or under 10 years history, or scale less than 12 classes, perform better in the school organizational culture. 10.Teachers who are 41-50 years old, or have been in school more than 21 years or those with administration work experience perform more active in the professional development. According to the conclusions, this study, hopefully, provides some suggestions for the related authorities, elementary and junior high schools, teachers; Besides, it offers suggestion for further future study.