| 摘要: | 本研究旨在分析與探討高中職學校知識管理、學習型組織與學校效能三者教師知覺的關係。首先藉由文獻理論探討及相關研究，獲取本研究之主要理論與研究依據；其次以問卷調查方式瞭解高中職學校知識管理、學習型組織與學校效能之教師知覺現況後，綜合文獻分析、問卷統計考驗與分析，瞭解現況、差異及相關情形並進行預測；最後作成結論與建議，期能提供教育行政機關、學校教師與未來研究之參考。所得統計資料以SPSS for Windows 14.0中文版進行，採描述性統計分析、獨立樣本t檢定、單因子變異數分析、Pearson積差相關與逐步多元迴歸等統計方法加以處理，獲得本研究之相關結果。
根據資料分析，本研究獲致的結論如下：
一、 本研究各層面得分均高於平均值，顯示高中職學校知識管理、學習型組織與學校效能之教師知覺現況情形良好。除了學校氣氛外，私立學校教師知覺程度高於公立學校教師。
二、 除學校所在地區無顯著差異外，其他變項如學校類別、學校屬性與教師職務在知識管理、學習型組織與學校效能均呈現顯著差異。
三、 不同職務教師對於知識管理、學習型組織與學校效能之差異情形均達顯著，且以兼職行政工作教師之得分為最高高中職學校不同職務教師在知識管理、學習型組織與學校效能之差異情形呈現顯著差異，其中兼職行政教師在隱性知識、知識中心、科技設施、自我超越、建立共同願景、行政領導與環境設備層面上高於未兼職行政工作教師。
四、 透過Scheffe事後分析發現，綜合高中在知識管理、學習型組織與學校效能層面之分數，均低於其他屬性之學校。
五、 藉由Pearson積差相關方法，知識管理、學習型組織與學校效能兩兩之間均呈現中高度的正向相關情形。
六、 多元迴歸分析顯示知識管理與學習組織對於學校效能具有高度之預測力。
The present study examined the relationships of teachers’ perceptions among knowledge management, learning organization, and school effectiveness in senior and vocationial high schools in Taiwan. First of all, the study, through literary analysis, discussed theoretical fundamentials and related researchs. Secondly, with the results of questionnaires, the study would figure out the current condictions, differences, relationships, and predictions of knowledge menagement, learning organization, and school effectiveness. According to the integrated analysis, this work was approached from the adoption of research methodologies of literature review and questionnaire survey. Finally, the results of the study would provide suggestions for educational administration institutes, teachers, and future researchers. The data was analyzed through the methods of descriptive and inferential statistics, t-test, one-way ANOVA, Pearson's product-moment correlation, and stepwise multiple regression using a package of SPSS for Windows 14.0 tranditional Chinese edition.
Acorroding to the result of data analysis, this study reached the following conclusions:
1. The results of this study revealed the scores of knowledge management, learning organization, and school effectiveness were above the average and in good condictions. Besides, the perceptions in private schools were better than public schools excepting the schools’ climate.
2. Excepting for the variable of school’s location, other variables of school type, school attribute, and teacher position showed the significant differences among the knowledge management, learning organization, and school effectiveness.
3. School administrators were better than the other teachers in terms of the dimensions of tacit knowledge, knowledge-center, technology, self-transcency, visions-building, administrative leadership, and environmental equipments.
4. The scores of the comprehensive high schools were lower than the other kinds of high schools in knowledge management, learning organization and school effectiveness using the Scheffe method.
5. Using the method of Pearson's product-moment, each of two variables among knowledge management, learning organization, and school effectiveness showed a middle-level, positive significant relationship.
6. It was found that the variables of knowledge management and learning organization were able to provide a highly prediction towards that of school effectiveness. |
