【作者】 罗国彦；

【导师】 李一鸣； 庄淇铭；

【作者基本信息】 西南财经大学 ， 企业管理， 2009， 博士

【摘要】 近世的科技发展,使人类社会急遽变迁,持续学习乃成为因应社会变迁最重要的途径,所以终身知识学习已成为国际组织所重视的教育典范,并且已成为各国教育革新的核心理念;而终身知识学习最关键的理念,便是强调以学习者为中心的学习理念。所以学校为了因应终身知识学习与教育革新,势必要透过组织学习与组织创新转变学校文化,建构终身知识学习的学校文化,才能有效提升学校效能。而学习型学校可能是未来学校的希望,因为学习型学校是一个勇于创新、愿意改变、持续学习的学校;学习型学校可促使教师成为终身知识学习者,使教师的终身知识学习与专业成长相辅相成,如此不仅可促进学习型学校的发展,亦可培育学生具有终身知识学习的态度与能力。本研究以终身知识学习文化之意涵为核心理念,统合组织学习、组织创新的理论,探讨其与学校效能之相关因素研究。本研究预试问卷以高雄市、高雄县、屏东县、台南市等19所学校所回收之有效问卷209份,做为测验工具的因素分析;正式问卷调查则以台湾省公立国民小学教师为实证研究对象,有效样本为1002位教师。本研究分别以t检定、单因子变异数分析、回归分析、及AMOS结构方程模式分析等方法来进行实证并验证本研究所提出之各项假设。本研究主要发现有:1、目前国小以任务导向最能呈现终身知识学习文化效果;以共享信息价值最能呈现组织学习效果;以组织气氛创新最能呈现组织创新效果,且终身知识学习文化、组织学习、组织创新状况皆属于偏高程度。2、学校终身知识学习文化之任务导向文化,最能引导学校的组织学习、组织创新,进而提升学校效能;而且终身知识学习文化与组织学习、组织创新具有因果关系。3、组织学习之“共享信息价值”最能促进组织创新,而且组织学习与组织创新具有交互影响关系;而组织学习、组织创新交互作用之中,以组织气氛创新最能有效预测学校效能,对行政绩效表现与课程教学发展之学校效能最具影响力。4、整体而言,学校组织创新最能有效提升学校效能,其次是终身知识学习文化、组织学习。5、以结构方程模式所建构的学习型学校模型因素有:任务导向、学习导向、个人学习、共享信息价值、团队合作、深度对话、教学行为创新、设备资源创新、行政运作创新、组织气氛创新等十项因素。学习型学校能有效提升课程教学发展、教师专业质量、行攻绩效表现、小区认同参与之学校效能,有助于落实九年一贯课程的教育革新目标。6、目前台湾国民小学以院辖市学校、24班以下之小型学校,在学习型学校型模发展上,具有较佳的适配度;但是,目前各国小发展为学习型学校的空间仍然非常大,须再多强化学习型学校的理念。7、终身知识学习文化之学习导向是目前国小建构学习型学校的关键指针,且终身知识学习文化是建构学习型学校的核心理念;以学习者为主体的学习导向教学理念是终身知识学习的核心理念,亦是九年一贯课程的核心理念,但是,学习导向的教学理念在目前的教学上仍显不足,须再加强终身知识学习的学习导向理念。本研究主要之创新点有:1、台湾小学学习型学校模型结构关系图之建立:由模型结构关系图显示各构面之间都有显著的解释力,终身知识学习文化、组织学习、组织创新等潜在变项,都能由观测量有效且平均来呈现,同时其最终都能对学校效能有显著的解释力。2、学校应转变教师具有以学生为中心,以学习为焦点的教学理念:由研究分析可知,目前小学教师对学习导向的教学理念尚感不足,学校与教师都尚未对学习导向的教学理念,有足够的认知与接纳;所以学习导向对终身知识学习文化所呈现的标准化因素负荷量,都比任务导向低。在学习型学校模型建构上,学习导向所呈现的标准化因素负荷量,亦是所有因素中呈现最低效果的一个因素(λ=.72)。3、以学校所在地与学校规模为群体变项进行分析,目前台湾小学发展为学习型学校的适配度相近,都具有不错的学习型学校型模发展,然而仍有非常大的发展空间:本研究以学校所在地(院辖市、省辖市、县辖市、乡镇)与学校规模(大型学校-49班以上、中型学校-25班至48班、小型学校-24班以下)为群体变项,进行AMOS多群体比较分析发现,学校所在地与学校规模在发展为学习型学校的适配度上有显著差异。目前台湾小学在学校所在地之学习型学校适配度的比较上,以县辖市、院辖市学校最佳,其次是乡镇学校与省辖市学校;以学校规模比较的话,则小型学校适配度比中型学校、大型学校佳。本研究主要建议:1、学校应建构任务导向与学习导向的终身知识学习文化。2、学校应建立共享信息价值、团队合作、深度对话的组织学习文化,以促使教师从事终身知识学习与专业成长。3、学校应以行政运作创新,营造组织创新的气氛,同时以创新的设备资源激发教师教学行为的创新。4、教师进修的规划应兼顾团队学习和个人学习,以支持教师面对九年一贯课程的革新。5、学校应以任务导向与学习导向作为建构学习型学校的基石。更多还原

【Abstract】 The rapid change in human society due to recent technological advancements has made continual learning the most important way for people to cope with such social changes. Lifelong learning thus became an important education model to organizations worldwide and the core belief of education reforms in different parts of world. While lifelong learning is a user-focus learning theory, it is necessary for schools to enhance the education efficiency by developing lifelong learning culture through organizational learning and innovation in order to cope with lifelong learning and education reforms.The idea of a learning school is probably the future hope of schools for the following reasons. Firstly, a learning school is eager to make innovations and changes and to keep learning. Secondly, it promotes lifelong learning to teachers, so that they can keep learning and improve pedagogical competencies for life. Thirdly, it helps the school to transform into a learning school and to develop the student’s attitude and ability in lifelong learning. This paper investigates correlations between lifelong learning and factors affecting the efficiency of school according to the implications of lifelong learning and theories in organizational learning and organizational innovation.The total of 209 valid pretest questionnaires recovered from 19 schools in Kaohsiung City, Kaohsiung County, Pingdong County and Tainan City were the sources of factor analysis for the testing instruments that were used in the study. An empirical study on teachers of private and public elementary schools in Taiwan was conducted in a formal survey. The number of valid samples was 1002. T-test, ANOVA, regression analysis and AMOS were applied to verify the assumptions made in the study.Findings indicated that:1. The effect of lifelong learning was best illustrated in the task-focus culture. The effect of organizational learning was best illustrated in the value of information sharing. The effect of organizational innovation was best illustrated in organizational atmosphere innovation. The status of lifelong learning, organizational learning and organizational innovation was high.2. The task-focus culture in lifelong learning that would subsequently enhance school efficiency could stimulate organizational learning and organizational innovation most effectively. Moreover, there was a cause-effect correlation between lifelong learning and organizational learning and innovation. 3. The value of information sharing in organizational learning could promote organizational innovation most effectively; and organizational learning and organizational innovation were mutually affected. The organizational atmosphere innovation in such a mutual effect could predict the school efficiency and influence the performance of school administration and curriculum and instruction development most effectively.4. In summary, organizational innovation could enhance school efficiency most effectively, then life learning and organizational learning.5. Elements of the learning school model constructed according to the AMOS included: task focus, learning focus, personal learning, information sharing value, team cooperation, depth dialog, instructional behavior innovation, equipment resource innovation, administration innovation and organizational atmosphere innovation. The efficiency of a learning school could help promote curriculum and instruction development and community recognition and participation; and enhance the pedagogical competencies of teachers and the administration performance of school. All these would help accomplish the goals in grade 1-9 curriculum.6. Based on the learning school model, elementary schools under the jurisdiction of the Executive Yuan with less than 24 classes are most suitable for transformation. Yet, there is still much space for improvement in all elementary schools. Therefore, it is needed to reinforce the idea of a learning school in these schools.7. Learning-focus in lifelong learning is a key indicator of a school transforming into a learning school. Moreover, lifelong learning is the core belief for constructing a learning school; and the learner-based learning-focus teaching belief is the core belief of lifelong learning and the core belief of the grade 1-9 curriculum. Yet, there is still space for enforcing the learning-oriented teaching belief in practice. Therefore, it is needed to reinforce the learning-focus belief in lifelong learning.The originality of this study:1. Construct the relationship figure between model and structure for learning school of elementary of the learning school in Taiwan. The relationship figure between model and structure reveals the notable explanation abilities of each aspect. Those potential factors, such as the culture in lifelong learning, the organizational learning and the organizational innovation, can be displayed effectively and uniformly by observed amount. And they all have notable explanation abilities for the school efficiency finally.2. Schools should change the teaching belief of teachers about“regarding students as the core”and“focusing on learning”. From the analysis of this study, the current teachers are short of the teaching belief of learning-focus in the elementary schools. The teaching beliefs about“regarding students as the core”and“focusing on learning”have not been constructed adequately. The schools and teachers do not have enough cognition and acceptance for the teaching belief of learning-focus. Therefore, for the culture in lifelong learning, the standardization factors load of the learning-focus is lower than that of the task-focus. And the standardization factors load of the learning-focus is the lowest between all elements on the construction of learning school model. (λ=.72)3. From the results of analysis, using the location and the scale of the school as the group factor, the suitable degree is near between the development of the elementary schools and learning schools in Taiwan. The elementary schools in Taiwan are toward become the learning schools, but there are some efforts needed. This study performs the multiple group comparison analysis of AMOS, by locations (under the jurisdiction of the Executive Yuan, the Province, the County, and the small towns) and scales (the large school with 49 classes above, the middle school with 25-48 classes, and the small school with 24 classes below) of the schools. The results appear that the suitable degree has notable difference between the locations and the scales of schools for developing to the learning schools. According to the comparison with the locations of the elementary schools in Taiwan, the suitable degree of the elementary schools under the jurisdiction of the County and the Executive Yuan are best, the next are under the jurisdiction of the small towns and the Province. Through the comparison with the scales of the elementary schools, the suitable degree of the small schools is better than middle and large schools.Recommendations1. Schools should develop a task-focus and learning-focus lifelong learning culture.2. Schools should develop an organizational learning culture that builds up on information sharing value, team cooperation and depth dialog in order to promote lifelong learning and pedagogical competencies improvement of teachers. 3. Schools should encourage instructional behavior innovation through administration innovation, creating the organizational innovation atmosphere and equipment resource innovation.4. Teachers should consider team learning and personal learning in continuing education planning in order to support changes in the reform of the grade 1-9 curriculum.5. Learning school should be based on task-focus and learning-focus.更多还原