Analysis of the Factors that Drive Organizational Learning in Schools
驅動學校組織學習的因素分析
- Keyword：
- Organizational learning、Schools、Transformative leadership / 組織學習、學校、領導
Volume 49 No.4 - 2003-12-31
The Construction and Assessment of the “New Occupational Prestige and Socioeconomic Scores for Taiwan”: The Indigenization of the Social Science and Sociology of Education ResearchYih-Jyh Hwang
臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化黃毅志
Core Issues of Educational Programs for Interethnic-Marriage Immigrants: Reflections on an Action Research ExperienceChing-Jung Ho
跨國婚姻移民教育的核心課題：一個行動研究的省思何青蓉
The Reserve Labor Force in Taiwan's School System: An Exploratory Study of Married Female Substitute TeachersBi-Ho Wang* Mei-Hui You**
教育界的勞動後備軍--已婚女性代課教師之初探性研究王百合、游美惠
Are Teachers Professional Educators or Loyal Implementers with Conceptual Simplicity? A Study of Cultural ReproductionTien-Hui Chiang
教師是專業或是觀念簡單性的忠誠執行者？文化再製理論的檢證姜添輝
Creating and Developing a New Learning Culture: Lifelong Learning ApproachMing-Lieh Wu
新學習文化的塑造與發展：終身學習取向吳明烈
Analysis of the Factors that Drive Organizational Learning in Schools H. C. P. Wei* Y. L. Jack Lam** H. L. W. Pan*** M. F. D. Chang**** C. M. Marshall Chan*****
驅動學校組織學習的因素分析 魏惠娟、林怡禮、潘慧玲、張明輝、陳嘉彌
Analysis of the Theoretical Basis and Practical Applicability of a College Teacher's Achievement Evaluation Model: The Case Study of a National University in HsinchuPeng-Ting Chen* Zon-Yau Lee** Hsiao-Cheng Yu*** Gwo-Hashiung Tzeng****
大學教師績效評鑑模型之應用及探討--以一所大學為例陳芃婷、李宗耀、虞孝成、曾國雄
A Survey Study of Elementary School Teachers' Beliefs about Teaching ArtHsiao-Lan Chen、 Li-Hsiun Chou
國小教師藝能科教學信念之調查研究--以美勞科教師為例甄曉蘭、周立勳
The Learning Effects of Instructional Methods and Learning Preferences in a Computer-Assisted Science Learning EnvironmentFu-Yun Yu
教學方法與學習偏好對電腦輔助自然科學學習成效之影響于富雲
- Summary
- Chinese Summary
- Reference
- Scholarly references
The purpose of this study is to analyze the factors that drive schools to become learn?ing organizations and to describe the characteristics of such organizations. The methodol?ogy used in this study includes both quantitative and qualitative approaches， and the data were collected through a survey consisting of four components and a structured interview following the survey. The sample comprised 51 primary and 37 secondary schools. The results show that the external environment， including political factors， provides an incentive for organizational change. However， environmental stimuli were not the dominant forces that bring about continuing organizational learning. The internal conditions of schools， such as transformative leadership， positive school cultures， and supportive structures， are the most critical elements in promoting organizational change， irrespective of the type and na?ture of schools or individual background factors. In conclusion， it is the school leaders， through their voluntary choices， who bring about organizational change.
本研究目的在探討學校組織學習的驅動因素，研究結果可以驗證本研究之理論架構，同時成為未來建構學習型組織指標，以及培訓學習型領導人的基礎。綜合本研究量化與質化分析的結果與討論，歸納出以下的結論：一、外在環境提供學校領導人一個鼓勵組織學習的動機來源。不過單靠外在環境的刺激，並不能使組織產生持續的學習。二、環境因素中的政策因素促進了學校組織學習，尤其是小組方式的學習。三、學校內部因素才是促動組織學習與改變最關鍵的因素。四、學校校長則是啟動組織學習與結果最有影響的人物。五、校長充分利用各種組織學習策略來促進組織學習。六、組織學習的結果，產生許多突破結構限制的做法。七、本研究之概念架構指引學校組織學習的策略。也是建構學習型組織指標之基礎。
