Abstract This thesis aims to investigate the relationship among the organizational culture of junior high school, organizational citizenship behavior of the teachers and the effectiveness of the schools. This thesis builds the theory, the study structure, and the basis of designing the study instrument by the review of the literature and the survey. Subjects were sampled from thirty-six junior high schools in Kaohsiung county. Five hundred forty-two copies of formal questionnaires were delivered to the subject and there were four hundred seventy-five valid copies.The collected data were analyzed by using the statistical methods of reliability analysis,factor analysis,descriptive statistics,T-test,one-way ANOVA,pearson product-moment correlation,canonical correlation and multiple regression(step-wise- regression procedure). According to the result of the data analysis, the main findings are as follows: 1. The whole performance of the Kaohsiung county¡¦s junior high school organizational citizenship behavior is middle-high level.Among the sectional scores, ¡§the dimension of hierarchical culture ¡¨ was the highest. 2. The whole performance of the Kaohsiung county¡¦s junior high school teacher organizational citizenship behavior is good. Among the sectional scores, ¡§the dimension of non-benefit-orientated¡¨ was the highest. 3. The whole performance of Kaohsiung county¡¦s junior high school effectiveness is middle-high level. Among the sectional scores, ¡§the dimension of teaching of the teacher¡¨ was the highest. 4. The male, the elder and the administrator have a higher sense of the school organizational culture. 5. The male, the elder, the high-educated, the senior, the administrator sense more about the organizational citizenship behavior. 6. The male, the elder, the administrator sense more about the school effectiveness. 7. The teachers of the Kaohsiung county¡¦s junior high school in the urban areas sense more about the school organizational culture. 8. The teachers of the Kaohsiung county¡¦s junior high school in the urban areas and large schools sense more about the school effectiveness. 9. The better the school organizational culture will be, the more the teacher organizational citizenship behavior will be. 10. The clearer the school organizational culture will be, the better the school effectiveness will be. 11. The clearer the organizational citizenship behavior will be, the higher the school effectiveness will be. 12. The school organizational culture and the teacher organizational citizenship behavior can predict the school effectiveness, and ¡§the identifying oneself with the organization¡¨ is the primary predictable variable. Findings and conclusion in this research could be used as a reference for sahool,board of education and researchers to promote practice in operation and future research. Keywords: school organizational culture, organizational citizenship behavior, school effectiveness

The primary aim of the study was to investigate the relationships between principal transformational leadership, school organization change, and school effectiveness for the elemental and junior schools in Yunlin, Chiayi, and Tainan areas using questionnaire analysis. The samples of 600 teachers were chosen from 59 schools in Yunlin, Chiayi, and Tainan areas by stratified random sampling. There were 479 valid responses from the target teachers. Finally, the data was analyzed using the method of descriptive and inferential statistics, including mean and standard deviation, t-test, oneway ANOVA, Scheff¡¦s method, Pearson¡¦s product-moment correlation, and stepwise multiple regression. The main findings of this study are shown in the following: 1.The score of principal transformational leadership is above the average, of which the intellectual stimulation is relatively better. 2.The score of school organization change is up to the average, of which the revolution management method is relatively high. 3.The score of school effectiveness is at the high level, of which the cognition of community and parents is relatively better. 4.The male, old, senior, and administrative teachers and the teachers in the large schools and elemental schools have higher cognition of principal transformational leadership than the female, young, junior, and general teachers and those in the middle schools and junior schools, correspondingly. 5.The male, old, senior, and administrative teachers and the teachers in the middle schools and elemental schools have higher cognition of school organization change than the female, young, junior, and general teachers and those in the large schools and junior schools, correspondingly. 6.The old, senior, and administrative teachers and the teachers in the large schools, city schools, and elemental schools have higher cognition of school effectiveness than the young, junior, and general teachers and those in the small schools, country schools, and junior schools, correspondingly. 7.The higher the principal transformational leadership, the more the school organization change; the more the school organization change, the higher the school effectiveness. As a result, the higher principal transformational leadership results in the higher school effectiveness. 8.The principal transformational leadership and school organization change can apparently predict the school effectiveness, of which the change management method can best predict the school effectiveness.

Research on the development of management strategies for the establishment of an effective organizational culture in schools was conducted in the following phases. In the first place, an. attempt is made to determine the nature of organizational culture, the context in which organizational culture functions, and the transformation and establishment of an effective organizational culture. as well as to describe the characteristics and advantages of an effective organizational culture. Secondly the aspects of organizational culture are discussed on the basis of a theoretical model that has been developed from literature. In so doing, every aspect of organizational culture is spell out, the role and place of each aspect of the culture is explained, as is the contribution of every aspect of organizational culture to the efficacy of such a culture. In the third place, the degree to which aspects of the organizational culture are emphasized in schools has been empirically determined by means of quantitative and qualitative research methods. Fourthly, research results have indicated that the intangible fundamentals and the concrete manifestations of organizational culture are emphasized at good schools while this happens to a lesser degree at average and poor schools. It becomes clear that certain basic aspects are present in the intangible fundamentals and the concrete manifestations of the organizational culture of schools. The successful functioning of these aspects Is essential for the establishment of an efficient organizational culture In schools. Finally these primary aspects of organizational culture form the basis for the development of management strategies which can be used to establish an effective culture of organization in schools. Special mention is made of general points of departure and guidelines for developing action plans and putting them to effect. The actual plans of action are not addressed, as schools should develop their own plans according to their unique composition, requirements and environment. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

Research on the development of management strategies for the establishment of an effective organizational culture in schools was conducted in the following phases. In the first place, an. attempt is made to determine the nature of organizational culture, the context in which organizational culture functions, and the transformation and establishment of an effective organizational culture. as well as to describe the characteristics and advantages of an effective organizational culture. Secondly the aspects of organizational culture are discussed on the basis of a theoretical model that has been developed from literature. In so doing, every aspect of organizational culture is spell out, the role and place of each aspect of the culture is explained, as is the contribution of every aspect of organizational culture to the efficacy of such a culture. In the third place, the degree to which aspects of the organizational culture are emphasized in schools has been empirically determined by means of quantitative and qualitative research methods. Fourthly, research results have indicated that the intangible fundamentals and the concrete manifestations of organizational culture are emphasized at good schools while this happens to a lesser degree at average and poor schools. It becomes clear that certain basic aspects are present in the intangible fundamentals and the concrete manifestations of the organizational culture of schools. The successful functioning of these aspects Is essential for the establishment of an efficient organizational culture In schools. Finally these primary aspects of organizational culture form the basis for the development of management strategies which can be used to establish an effective culture of organization in schools. Special mention is made of general points of departure and guidelines for developing action plans and putting them to effect. The actual plans of action are not addressed, as schools should develop their own plans according to their unique composition, requirements and environment. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.

Schools in Hawaii are continuing to struggle with low student performance on their state's mandated test. Principal leadership has been found to have a direct impact on school effectiveness and researchers have indicated that school effectiveness can also be predicted by teachers' perceptions of principal leadership. This quantitative study was an examination of the relationships between teachers' perceptions of their principals' leadership attributes and school effectiveness as measured by the Strive HI Index in the state of Hawaii. The theoretical framework was grounded in Leithwood's core effective principal practices. A 41-item questionnaire from Colorado Education Initiative with a Cronbach's alpha of .95 was given to 124 teachers from 15 elementary schools to rate leadership attributes of the principal. Multiple regression yielded several statistically significant predictors of school effectiveness. Positive predictors were (a) level of teachers' education, (b) teachers' years of experience, (c) prioritization of structured activities, (d) development and implementation of a process to analyze data to improve student learning, and (e) building a positive school climate. The negative predictors were (a) years principal served in the school, (b) years teachers served at the school, and (c) creation of structures for distributive leadership. The outcomes provide administrators with information about the relationship between teachers' views of leadership practices and the school effectiveness index. The potential for positive social change includes raising principals' awareness of teacher perceptions of leadership practices, which may increase efforts to improve practice and ultimately school effectiveness in the study district.

Despite the fact that it is accepted that the role of the principal is central to the effectiveness of the school, the extent of that relationship remains a subject of continuing debate. Utilizing the statistical analytical approach of the meta-analysis, the study synthesized the quantitative data on the subject to determine the degree to which the level of school effectiveness reflects the influence of the school leadership. The review of the quantitative literature identified 38 studies that met the criteria for inclusion in the meta-analysis, providing 339 effect sizes that formed the sample for the study. The following research questions guided this study: 1.What empirical evidence is there to confirm or support the notion that there exists a relationship between leadership and school effectiveness 2.As identified in the quantitative analysis of the available research, what is the strength of the relationship between leadership and school effectiveness? 3.Based on empirical evidence, what aspects, dimensions or clusters of leadership behaviors relate to school effectiveness? 4.Related to the above, how do these dimensions compare in their relationship to school effectiveness? The results indicated that there is a significant and positive relationship between school leadership and the level of school effectiveness, and that while all the leadership approaches yielded significant results, the instructional leadership behaviors of the principal registered the strongest relationship. / Ph. D.

The national push for increased accountability, the demand for academic achievement for all students, as defined by high-stakes testing, and sanctions imposed on public schools create significant challenges for the school principal. The principal is charged with leading improvement efforts to improve student achievement and school effectiveness. Striving for excellence is a collaborative, inquiry-based quest, in which the principal must engage all stakeholders in the development of a productive learning culture designed to improve teaching and learning. To do this, educational practitioners must glean and use improvement strategies from well-grounded theory, educational research, best practices, and evidence-based decision making. This study is an investigation and synthesis of the relationships among leadership behaviors, school culture, and school outcomes, including student achievement, in an effort to determine direct and indirect effects. It is based on the premise that school leadership has a direct effect on school culture, and school culture has a direct effect on school effectiveness, including student achievement. Schein's model of culture was selected as the operational definition of culture. The concept of school climate is based on environmental factors and is included within the larger concept of school culture. The resulting work is the development of a theory of school effectiveness, based on a review of educational research, theory, and best practices synthesized from multiple studies. The work is intended to serve as a resource for those involved in school leadership and school improvement efforts. Evidence for supporting direct effects of leadership on school effectiveness, including student achievement is very limited in the literature. However, results indicate that the principal does have a direct effect on school culture and climate through strategic intervention strategies and behaviors. A review of studies examining the relationships between school culture and student achievement indicate that there is a significant moderate effect between school culture and student achievement in K-12 public schools in the United States. Although there remains limited evidence that the school principal directly affects student achievement, there is sufficient evidence to indicate that school culture is a significant mediating factor between principal leadership and school effectiveness. / Ph. D.

This study focuses on the effective management in public schools in South Africa and the impact this may have on quality education. An investigation into what is regarded as effective management is done and looks at the different role players that are responsible for a school’s management. In this study the primary focus was principals. The concept of quality education was also investigated and other elements that could influence the outcomes of quality education was discussed. This study also looked at the major projects and studies currently being done to investigate school effectiveness. Research questions and objectives were formulated through an extensive literature review and research data was collected by means of a quantitative research method. The responses were analised by means of statistical methods and the findings discussed, which included some major findings about the link between non-monetary inputs, socio-economic conditions of learners and the teacher-learner ratio’s that have an impact on the quality of education given to learners. Based on these findings, recommendations for principals were made to increase the effective management of schools, as well as recommendations for further studies. / MBA, North-West University, Potchefstroom Campus, 2015

This study focuses on the effective management in public schools in South Africa and the impact this may have on quality education. An investigation into what is regarded as effective management is done and looks at the different role players that are responsible for a school’s management. In this study the primary focus was principals. The concept of quality education was also investigated and other elements that could influence the outcomes of quality education was discussed. This study also looked at the major projects and studies currently being done to investigate school effectiveness. Research questions and objectives were formulated through an extensive literature review and research data was collected by means of a quantitative research method. The responses were analised by means of statistical methods and the findings discussed, which included some major findings about the link between non-monetary inputs, socio-economic conditions of learners and the teacher-learner ratio’s that have an impact on the quality of education given to learners. Based on these findings, recommendations for principals were made to increase the effective management of schools, as well as recommendations for further studies. / MBA, North-West University, Potchefstroom Campus, 2015