頁籤選單縮合
題 名 | 國民中學組織結構與組織氣氛關係之研究 (摘要) |
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作 者 | 黃耀卿; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷 期 | 28 1986.06[民75.06] |
頁 次 | 頁155-164 |
分類號 | 523.5706 |
關鍵詞 | 國中; 組織氣氛; 組織結構; |
語 文 | 中文(Chinese) |
英文摘要 | The problem of this study was to investigate the relationship between the degree of bureaucratic structure and the Organizational Climate of selected junior high schools in Taiwan District. The method of this study is survery approach, 489 teachers as samples by stratified random sampling. The measurement instrument called the "Junior High School Organization Structure Inventory" was used to identify the degree of bureaucratic varibles found within organizational structure. The Inventory has the following six dimensions--specialization, standardization, formalization centralization and traditionalism. The "Organizational Climate Desciption Questionnaire (OCDQ) created by Andrew Halpin and Don Croft was used to determine openness of climate of forty-four junior high schools. As a result of analysis of data collected in this study, the following conclusions were made: 1. There were some significant differences of the operation of organizational structure among the different communities and size of junior high school. 2. There were some significant differences of the degree of openness of climate among the different communities and size of junior high school, but not some personal attributes, including sexes, years of service, ages, task, and education background. 3. There was significant correlation between the dimensions of school organizational structure and the dimensions of Organization climate. 4. There were significant correlation between the dimensions of organizational structure and the degree of openness of the school organizational climate. 5. The five dimensions of organizational structure can predict about 63.5% of the total variate in the degree of openness of school organizational climate. Based upon the above findings, the author make some suggestions for educational administrators, teacher and principals of junior high schools. 1. Assignirig subjects by teachers professional training and made "teaching" normalization. 2. Imposing responsities and rights upon organization members, and increasing them autonomy. 3. Emphasizing educational practices and reducing the formal affairs. 4. Increasing the channels of communication among teachers, Administrators and principals and let teachers have opportunities to particpate the school policies. 5. Promoting teachers' professional training. 6. Increasing the finance of education and establing the middle and small size of junior high school 7. Guiding the junior high school principal to recognize the importance of operation of organization structure. |
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