We tested the hypothesis that top management team¡¦s effectiveness and Chaxu Geju have an positive effect relationship. Our analysis was base on data from 650 schools , including 120 pairs of team leaders and their team's members .To survey whether the leader's Chaxu Geju which is Guanxi , loyalty and talent has positive effect on team's effectiveness. The first result shows, Team leader will divide team members into insiders and outsiders according to Chaxu Geju . Finally, indicated leader¡¦s criterion of categorization didn¡¦t significant affect the top management team¡¦s effectiveness. The two group insiders and outsiders are the same .

The study investigated the thinking game theory by Malone ¡]1981¡^ and game design program by Fang, Sheng-Wen¡]1994¡^ , to develop design structure for computer instructional games and expect that has any help in the future. In compliance with this structure to design computer instructional game, further explored (1)the related with the background and learning interests; (2)the influence of the game vision¡Binterest drama and learning interests¡Blearning effectiveness; (3)the related with using computer degree and city; (4)the influence of similarities of using computer degree and learning interests, effectiveness; (5)Is there any related with learning effectiveness and leaning instruction content or not? (6)There has what kind of learning effectiveness in using computer instructional game. The instructional computer game is to assist community subject¡¦s first unit at fifth grade in primary school, total of 124 participants (include 5th and 4th grade students). Analyzed with Chi-square test, Mc-Nemar test, Gamma coefficient and G2 test. The study found from statistical analysis that (1) Instructional computer game can increase learning interests, no matter what students¡¦ background are; (2) Fun script and good screen design can increase learning interests, but can¡¦t get learning effectiveness higher; (3)The students who didn¡¦t like social study, indeed have higher learning interests after using this instructional computer game; (4)Students who like instructional computer game or not, will effect learning effectiveness; (5)The degree of using computer between city and county is about the same; (6)Learning effectiveness for memory questions is increased after play this instructional compuetr game; (7)Students who had learned the subject matter efore or not, would effect learning effectiveness.

Abstract In recent years, organizational innovation is becoming increasingly important as a means of survival, not just for growth, but also in facing of intensifying competition and environmental uncertainty. Organizational innovation has been considered to be one of the key success factors. On the other hand, over the last two decades, many organizations around the world have adopted Total Quality Management (TQM). It is convinced that TQM is a management philosophy, which is a better way to conduct business and results in higher quality, lower cost products and services that respond faster to the needs of the customer. The relationship between organizational innovation, TQM and organizational effectiveness was studied. The China Steel Corporation (CSC) ,which is a leading steel making company in Taiwan, was chosen to be the research object. The aim of this research is to study following items: 1. To realize CSC employees¡¦ cognition and attitude about the Innovations and TQM activities which have been promoted and /or adopted by the company many years. 2. To analyze the relationship between Innovations, TQM and organizational effectiveness. By doing this study, some results are expected to be referenced by CSC and also for other companies. The results are follows¡G 1. Basically, CSC employees have good cognition toward TQM in CSC¡Aand also convince that it has a high correlation with organizational effectiveness . 2. Regarding Innovations practices, there exist high correlation coefficient between technological innovation and administrative innovation. 3. All the Critical Factors have high correlation with organizational effectiveness, especially ¡§ people management¡¨. 4. The correlation between organizational innovations, TQM and organizational effectiveness are confirmed to be significant. And the Adoption of TQM can intensify the Innovations practices and then increasing organizational effectiveness. Keywords¡Gorganizational innovation, total quality management, organizational effectiveness.

In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it¡¦s potential to enhance and improve students¡¦ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.

Abstract The purpose of this study aims to analyze the relationship among school-based management, organizational climate and school effectiveness in elementary schools, so as to provide reference for carrying out school-based management, improving organizational climate, and promoting school effectiveness to the education authorities and elementary schools. The purposes of this study are as follows a) to understand current status of school-based management, organizational climate and school effectiveness in elementary schools in Kaohsiung City,b) to discuss the discrepancy of school-based management, organizational climate and school effectiveness through examining the backgrounds of each school,c) to investigate the relationship among school-based management, organizational climate and school effectiveness, and d) to offer suggestions for schools, principals and teachers. Questionnaire survey was adopted as the research method of this study. The samples are 915 elementary school teachers in Kaohsiung City. Data were analyzed by item analysis, factor analysis, reliability analysis, t-test, ANOVA, and Pearson Product-Moment Correlation and Stepwise Multiple Regression Analysis. The findings of this study are as follows: 1.The elementary school teachers in Kaohsiung City have high appreciation of school-based management. 2.The elementary school teachers have positive perception of school organizational climate, of which ¡§the open climate¡¨ comprises 34.38¢Mand ¡§the closed climate¡¨ comprises 30.75¢M. 3.The teachers¡¦ perception of school effectiveness in elementary schools is good now. 4.Teachers¡¦ perception of school-based management is affected by gender, work experience, posts, school locations and school ages, but not by levels of education they have received or school size. 5.There were significant differences in the teachers¡¦ perception of organizational climate with gender, work experience, administrative posts, school sizes, levels of education, school locations and school history. 6.There were significant differences in the teachers¡¦ perception of school effectiveness with gender, work experience, posts, school sizes, school locations and school history, but no difference with levels of education. 7.There is a positive relationship between school-based management and school effectiveness. 8.The more open the school¡¦s organizational climate is, the higher school effectiveness the school has. 9.The higher the school-based management is, the better the school has organizational climate. 10.The school organizational climate has better prediction of school effectiveness than the school-based management. The most significant prediction is the principal¡¦s supportive behavior. Based on the results of the study, suggestions for educational authorities, principals, teachers and future research are proposed. keywords¡GSchool-Based Management, Organizational Climate , School Effectiveness

According to ¡§The 2003 e-learning readiness rankings report¡¨, published by The Economist and IBM in 2004, Taiwan was ranked the third place of e-learning readiness in Asia. In 2002, Taiwan¡¦s government set up the goal to establish the high quality e-learning environment and became one of the leading countries of doing research in e-learning technology. This research adopts the model of training transfer which includes four independent variables¡Ðtrainee characteristics, training contents, system design, and working environment, one intervening variable¡Ðlearning satisfaction, and one dependent variable¡Ðtraining transfer effectiveness. Through questionnaire investigation and data analysis, the conclusions are in the following¡G 1. When the trainee¡¦s motive is higher and easily accept computer training, trainee¡¦s satisfaction and training transfer effectiveness is higher. 2. When the trainee adopts proper training time or course and interacts well with other trainees, trainee¡¦s satisfaction and training transfer effectiveness is higher. 3. When the working environment is beneficial to training, trainee¡¦s satisfaction and training transfer effectiveness is higher. 4. When the e-learning system is easier to use and provides various evaluation ways, trainee¡¦s satisfaction and training transfer effectiveness is higher. 5. The intervening effect of learning satisfaction between trainee characteristics, training contents, system design, working environment, respectively, and training transfer effectiveness obviously existed.

The study aimed to look into the relation of curriculum leadership of principals, knowledge management of teachers, and teaching effectiveness of teachers in the elementary schools of Kaohsiung City. This research was conducted through questionnaires with 544 effective samples out of 600 teachers. The research tool is ¡§The Questionnaire on the Relationship among Curriculum Leadership of Principals, Knowledge Management of Teachers, and Teaching Effectiveness of Teachers¡¨. The statistical methods include T test, One-Way ANOVA, Pearson variances analysis, Canonical Correlation, and Stepwise regression analysis. The study summaries in the following findings: 1. Teachers on the curriculum leadership of principals have above middle evaluation, high knowledge management and teaching effectiveness. 2. Teachers of small-sized schools are better in aware of better curriculum leadership of principals. 3. Teachers of large-sized schools have better knowledge management, and no significant differences among teachers¡¦ background on the issue of teaching effectiveness. 4. The better curriculum leadership conduction of principals, the better knowledge management and teaching effectiveness of teachers. 5. The better knowledge management of teachers, the better teaching effectiveness of teachers. 6. Curriculum leadership of principals and knowledge management of teachers can accelerate teaching effectiveness. According to the findings and conclusions, the researcher provides the following advices: 1. For educational administrative organizations: ¡]1¡^To respect the influence on curriculum leadership of principal, and strengthen the abilities of curriculum plan, design and evaluation. ¡]2¡^To conduct curriculum leadership of principals for the middle and large-sized schools. ¡]3¡^To enhance the ability of knowledge management of teachers in the middle and small-sized schools, and increase teaching effectiveness. 2. For principals: ¡]1¡^To offer interact with the teachers without administration job in order to enhance curriculum leadership. ¡]2¡^To promote curriculum leadership will enhance knowledge management and teaching effectiveness of teachers. ¡]3¡^To strengthen curriculum leadership to well ground knowledge management of teachers, and promote teaching effectiveness of teachers. 2. For teachers: ¡]1¡^To participate school curriculum developing teams to upgrade professional knowledge. ¡]2¡^To increase knowledge application in class, in order to promote teaching effectiveness. ¡]3¡^To dialogue, inspect, learn and reflect in school, and to strengthen the innovation of teaching. ¡]4¡^To strengthen teaching evaluation, in order to increase learning of students and teaching effectiveness.

The Comparison Among Transformational, Paternalistic Leadership Styles, and Effectiveness-Veterans Affairs Cmmission as examples Student¡GSheng-Lin Chiou Advisor¡GDr. C-K Jen Institute of Human Resource Management, Sun Yat-Sen University ABSTRACT Currently studies on the topic of ¡§public leaderships¡¨ in Taiwan are mainly to verify theories developed by western countries without taking into account potential inadequacies of the theories due to cultural differences. It is necessary to identify the trend of Chinese organization from the cultural point of view. This research attempts to find out which is suitable for public organization in Taiwan by comparing eastern leadership attributes with western theories. This study was designed to explore the relationship among transformational leadership, paternalistic leadership , and leadership effectiveness of the principals in Veterans Affairs Commission , and tried to achieve the following purposes. 1. Understanding the leadership behaviors and leadership effectiveness of the paternalistic in Veterans Affairs Commission at present. 2. Examining the relationships among background variables, leadership behaviors, and leadership effectiveness. 3. Exploring the predictions of leadership effectiveness by leadership behaviors. ¡@A total of 403 questionnaire samples were collected from thirty-four public units such as hospital, factory, construction, farm, and forestry units. The analysis consists of totally four sub-categories - ¡§ Transformational Leadership Scale¡¨, ¡§Paternalistic Leadership Scale¡¨, ¡§Leadership Effectiveness Scale.¡¨ With statistical methods as Pearson Correlation, Two-related Samples Test, Block Regression, the results show that¡G 1.Supervisors adopting paternalistic leadership get better leadership effectiveness . 2.Executive administrators adopting transformational leadership get better leadership effectiveness. 3.Authoritarianism leadership has positive relation with moral leadership. 4.Benevolence leadership has positive relation with moral leadership. 5.Authoritarianism leadership has positive relation with leadership effectiveness. 6.Benevolence leadership and moral leadership has positive relation with leadership effectiveness. 7.Transformational leadership has positive relation with leadership effectiveness Finally, according to the result of this research, some suggestions will be made to effectively enhance leadership effectivemess in Veterans Affairs Commission and to the futural researchers. Keywords: Transformational Leadership , Paternalistic Leadership , Leadership effectiveness

This study examined students?? and Supplemental Instruction leaders?? perceptions of teaching, teaching practices, and faculty teaching effectiveness. This study also examined the impact of the SI leader??s role on those perceptions and subsequent behaviors on end-of-course evaluations and sought to determine whether differences existed between the two groups in order to determine whether or not SI leaders?? perceptions should be included in a comprehensive evaluation system. A purposive sample of 17 SI leaders, who had been employed during the spring 2002 semester and returned for the fall 2002 semester, and 17 students, who had attended at least 10 SI sessions during the fall 2002 semester, were selected to participate in this study.Data for the study were collected through individual interviews using a protocol designed to collect their perceptions regarding the following: 1) definitions of teaching and its activities; 2) descriptions of good and bad teaching or good and bad teachers; 3) definitions and descriptions of faculty teaching effectiveness; 4) role of the SI leader; 5) impact of SI leader??s role on perceptions of teaching, its activities, and faculty teaching effectiveness; and 6) impact of SI leader??s role on behaviors on end-of-course evaluations. A major finding of this study is that SI leaders and students define teaching and its activities in a similar fashion. SI leaders, unlike students, however, report that learning is tied to teaching effectiveness, or lack thereof. This study has three major results: 1) SI leaders end up teaching, rather than facilitating; 2) the SI leader??s role impacts views on teaching; and 3) the SI leaders?? role impacts behaviors on end-of-course evaluations. A review of the literature on student ratings of instruction and regular attendance at SI indicate that both correlate, to a small degree, with mean end-of-course grades. Claims of validity with respect to both may be somewhat suspect, in light of SI leader??s claims that they teach, rather than facilitate. Investigation of the impact of regular attendance at SI on end-of-course grades and end-of-course evaluations may result in the need to draw new conclusions with respect to validity of student ratings of instruction and SI.

Based on a proposed input-process-output model of team goal, leader goal orientation, team cohesion, and team effectiveness, this study examined the influences of the leader trait goal orientation on the relationships between team goals and team cohesion. Results from 73 five-person teams working on an interdependent command and control simulation game indicated that team learning goal positively relates to team viability. Social cohesion mediates the effects of a team learning goal on team viability. In addition, the leader’s learning orientation moderates the effect of a team learning goal on team task cohesion. Results of supplementary analyses are also presented. Theoretical and practical implications are discussed, as well as possible limitations and directions for future research.