本研究旨在探討臺北市國民中學校長領導風格、教師知識管理與學校效能之關係。採用問卷調查法進行研究，以97學年度臺北市公立國民中學教師為研究對象，各校依班級數多寡，選取8至16位教師進行問卷調查，總計發出問卷750份，回收問卷663份，問卷回收率88.4%，有效樣本620份。所得資料輸入電腦後，以SPSS for Windows 12.0版統計套裝軟體進行統計分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計方法加以處理，獲致如下之結論： 一、臺北市國民中學校長領導風格中，轉型領導較注重「願景」；交易領導較注重「介入管理」；教師知識管理，較注重「知識取得」及與「知識創新」；學校效能整，較注重「社區關係」及「學生表現」 二、臺北市國民中學校長領導風格之現況受性別、服務年資、擔任職務、學校規模、學校歷史影響有所差異；教師知識管理受性別、年齡、教育程度、服務年資、擔任職務、學校歷史影響有所差異；學校效能受性別、年齡、服務年資、擔任職務、學校規模、學校歷史影響而有所差異。 三、校長領導風格愈佳則教師知識管理愈佳；教師知識管理愈佳則學校效能愈佳 四、校長領導風格各層面對學校效能之預測力，以「激勵」最具有預測力 五、教師知識管理各層面對學校效能之預測力，以「知識取得」最具有預測 依據本研究之結論，提出下列建議： 一、對教育行政機關的建議 (一)加強校長之專業發展，強化校長專業領導能力 (二)針對校長培育課程增列轉型領導概念課程 (三)針對教師增列知識管理研習課程、提升知識管理能力 二、對校長的建議 (一)應增進校長轉型領導的運用，以提升學校效能 (二)少使用法職權、多用專業與熱忱帶領學校組織 三、對教師的建議 (一)、增進教師間的交流平台，提昇教育專業知識分享 (二)、教師應積極參加研習活動、多方請益，以提昇教師專業知能 四、對學校的建議 (一)、建置硬體設備及設計相關課程，提供有利於教師知識管理的情境 (二)、推動學校教師知識管理，營造知識分享的學校文化，以提昇學校效能 / The purpose of this research is to explore the relationship among principals’ leadership style, teachers’ knowledge management and the school effectiveness of the municipal junior high schools in Taipei. The research was conducted through questionnaire survey. The participants were the teachers in Taipei municipal junior high schools in academic year 2009. 8 to 16 teachers were selected from each school according to the class number of the schools. 750 questionnaires were issued, and a total of 663 questionnaires were collected from all the target schools, with the rate of retrieval, 88.4%. 620 copies were valid samples. The research data acquired was processed by SPSS for Windows 10.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1.In Taipei municipal junior high schools, principals’ transformational leadership pays more attention to the “vision” field; while principals’ transactional leadership emphasizes more on the “interference management” field. Besides, “knowledge acquisition” and “knowledge innovation” are more valued among the knowledge management conducted by the teachers. In the aspect of school effectiveness, “community relationship” and “student achievements” are more emphasized. 2.In Taipei municipal junior high schools, principals’ leadership styles are verified with the influence of teachers’ gender, seniority, position, school scale, and school history. Teachers’ knowledge management is verified with the influence of teachers’ gender, age, education background, seniority, position, and school history. And the school effectiveness is verified with the influence of teachers’ gender, age, seniority, position, school scale, and school history. 3.The better principals’ leadership style is, the better teachers’ knowledge management is. The better teachers’ knowledge management is, the better school effectiveness is. 4.“Encouragement” is the best way to enhance the predictions of principals’ leadership style on school effectiveness. 5.“”Knowledge acquisition” is the best way to enhance the predictions of teachers’ knowledge management on school effectiveness. According to the findings, some suggestions were made: 1. Suggestions for education and administration institutes 1) Strengthen principals’ professional development and leadership. 2) Integrate courses about transformational leadership into principal preparation curriculum. 3) Arrange more workshops or seminars about knowledge management for teachers and upgrade teachers’ knowledge management ability. 2. Suggestions for principals 1) Develop principals’ transformational leadership and thus improve school effectiveness. 2) Make use of less authority but more profession and enthusiasm on school leading. 3. Suggestions for teachers 1) Enhance the communication among teachers; increase opportunities to share and exchange educational knowledge. 2) Be active in participating in seminars or workshops, listen to good advice, and upgrade teachers’ professional knowledge. 4. Suggestions for schools 1) Construct hardware facilities, design correlated curriculum, and offer the circumstances which are helpful for teachers’ knowledge management. 2) Promote teachers’ knowledge management, build a knowledge-sharing atmosphere at school, and thus enhance school effectiveness.

本研究主要目的在分析國民校長賦權增能領導行為、組織創新經營與學校效能之間關係。研究採用調查研究法，以臺灣地區之公立國民中學教師為研究對象抽自北中南東71所學校，計有820位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程式等統計方式加以分析。 本研究得到下列項結論：一、目前國民中學校長賦權增能領導行為情況良好，並以「參與及自主決策」為最佳，二、目前國民中學組織創新經營表現良好，並以「組織氣氛創新」為最佳，三、目前國民中學的學校效能情況良好，並以「校園規劃設施」為最佳，四、背景變項在國民中學校長賦權增能領導行為、組織創新經營與學校效能之差異情形，五、國民中學校長賦權增能領導行為、組織創新經營與學校效能三者間具有正向的關聯。六、國民中學校長賦權增能領導行為及組織創新經營的分層面，對學校效能有正向的預測作用。七、國民中學校長賦權增能領導行為可透過組織創新經營，增強對學校效能的正向影響力。 最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship between empowering leadership behavior, organizational innovation management, and school effectiveness. Data were collected from 820 teachers of 71 junior high schools in Taiwan. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, stepwise regression, and structural equation modeling. Finally, the findings of this study are as followings: 1. The perceptions from the junior high school teachers about empowering leadership behavior are positive. Furthermore, “participation and autonomous decision-making” is the highest. 2. The perceptions from the junior high school teachers about organization innovative management are positive. Besides “organizational climate of innovation” is the highest. 3. The perceptions from the junior high school teachers about school effectiveness are positive. “campus planning and facilities” is the highest in addition. 4. To describe the differences of the background of junior high school principals’ empowering leadership behavior, organizational innovation management, and school effectiveness. 5. There are significant correlations between school effectiveness and principals’ empowering leadership behavior as well as between organizational innovation management and school effectiveness. 6. The sub-level of the principals’ empowering leadership and organizational innovation management can apparently predict the school effectiveness. 7. The results from structural equation model indicated that there is a positive indirect effect between principals’ empowering leadership behavior and school effectiveness when organizational innovation management served as a mediating variable. At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

本研究旨在探討國民小學組織內部行銷、知識管理與學校效能的關聯性。研究採用調查研究法，以臺灣地區公立國民小學教師為對象，總共發出1154份問卷，回收986份問卷，回收率為85.44%，而有效問卷回收率則為81.72%。正式問卷回收之後，分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程模式等統計方法加以分析。 本研究獲得以下七項結論，分述如下： 一、國民小學組織內部行銷在「凝聚溝通」層面的表現最突出。 二、國民小學知識管理中以「科技設施」層面最獲肯定。 三、國民小學學校效能中以「教師教學」層面最獲認同。 四、不同背景變項在國民小學組織內部行銷、知識管理與學校效能之差異有其脈絡因素存在。 五、國民小學組織內部行銷、知識管理與學校效能三者間具有正向關聯。 六、國民小學組織內部行銷及知識管理的分層面能預測學校效能。 七、國民小學組織內部行銷可直接影響學校效能，亦可間接透過知識管理的中介機制，對學校效能產生正向影響。 最後，根據文獻分析、研究結果與討論，分別就教育行政主管機關、學校教育人員以及未來研究提出建議，以供其參酌。 / The purpose of this study was to explore the relationship between organization internal marketing, knowledge management, and school effectiveness. To obtain this information, 1154 teachers were selected to complete the questionnaire, where 986 questionnaires were returned. The return rate was 85.44% and the valid rate was 81.72%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, stepwise regression, and structural equation modeling. The findings of this study are as followings: 1.Among all of the dimensions of organization internal marketing, “Congregate and communication” is the dominant in the elementary schools. 2.Among all of the dimensions of knowledge management, “Technology facilities” is the dominant in the elementary schools. 3.Among all of the dimensions of school effectiveness, “Teachers’ teaching” is the dominant in the elementary schools. 4.The differences of the background of organization internal marketing, knowledge management, and school effectiveness have the context factors. 5.There are significant correlations among organization internal marketing, knowledge management and school effectiveness. 6.The sub-level of the organization internal marketing and knowledge management can apparently predict the school effectiveness. 7.Organization internal marketing can affect school effectiveness directly, and which can also affect school effectiveness positively through knowledge management. At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, elementary schools, and future research.

Education in Cape Verde has come a long way since its humble colonial beginnings with the opening of the first school in 1525. However, despite notable progress and the existence of some schools which are perceived to be superior, the quality of the education provided in the public school system is poor overall. Unfortunately the dearth of research on education in Cape Verde - and indeed the rest of the developing world - available to guide qualitative improvement forces school officials and change agents to use models from developed countries to guide change efforts. The purpose of this study is to examine the validity of that practice based on experiences accumulated during part of a seven year technical aid intervention.

本研究旨在探討臺北縣立國民中學組織創新與學校效能的實際現況，分析兩者之間的關係，並依據研究結果，研擬改進與建議。 本研究以問卷調查法為主，半結構式訪談為輔，受試者包括臺北縣立國民中學校長、主任、組長、副組長、導師、專任老師，共829人，其中有效樣本649人，可用率為78.3 ﹪，研究工具為『臺北縣國民中學組織創新與學校效能問卷』。本研究以SPSS for Window11.0版套裝軟體的統計分析軟體為工具，茲將研究結果分述如下： 一、臺北縣國民中學教育人員知覺組織創新與學校效能均為中上程度。 二、臺北縣不同學校規模的教育人員知覺組織創新有明顯差異，以13-24 班的教育人員知覺度最高。 三、臺北縣不同學校歷史的教育人員知覺組織創新，有明顯差異，以學校歷史 為10年以下的教育人知覺度最高。 四、臺北縣不同性別的教育人員知覺學校效能有明顯差異，男性教育人員明顯 高於女性。 五、臺北縣不同學校規模的教育人員知覺學校效能，有明顯差異，以13-24班 的教育人員知覺度最高。 六、臺北縣學校創新經營（有參加創新比賽）之教育人員知覺學校效能有明顯 差異。 七、臺北縣國民中學組織創新與學校效能有非常顯著正相關。 八、臺北縣國民中學組織創新對學校效能有極顯著的預測力。 依據上述結論，本研究針對教育行政機關、學校及未來相關研 究提出建議，做為增進國民中學組織創新與提升學校效能之參考。 關鍵詞：組織創新、學校組織創新、學校效能。 / The purposes of this research were to explore the status quo and the relationship between the school organizational innovation and school effectiveness of the junior high school in Taipei County. Some recommendations for improvement were made according to the research conclusions. This study was proceeding primary with questionnaire surveys of school organizational innovation and school effectiveness of junior high school and supplementary with semi-construction interview. 829 samples were chosen from school in Taipei County. They were principles, directors. Department deans, department assistant deans, homeroom teachers and non-homeroom teachers of junior high school. Finally 649 data were collected. The useful rate for this research is 78.3%. The data were analyzed with SPSS for Window 11.0 edition and the conclusions of this research were as follows: 1. The teachers of junior high schools in Taipei County perceived an upper level on school organizational innovation and school effectiveness. 2. There is a significant difference of the perception of junior high school teachers in Taipei County on school organizational innovation among the teachers from different school sizes, there is higher awareness among the teachers from school of 13-24 classes’ size. 3. There is a significant difference of the perception of the junior high school teachers in Taipei County on school organizational innovation among the teachers from the school with different service periods. There is higher awareness among the teachers from school with less than 10 years in service. 4. There is a significant difference of the perception of junior high school teachers in Taipei County on school effectiveness between genders, male teachers have significant higher awareness. 5. There is a significant difference of the perception of junior high school teachers in Taipei County on school effectiveness among the teachers from different school sizes, there is higher awareness among the teachers from school of 13-24 classes’ size. 6.There is significant different of the perception of junior high school teachers in Taipei County , the teachers from the schools participating the organizational innovation competitions have higher awareness on school effectiveness. 7. There were positive and strongly significant correlation between school organizational innovation and school effectiveness of the junior high school in Taipei County. 8. The school organizational innovation had predicative efficacy school effectiveness of the junior high school in Taipei County. Based on the above conclusions several recommendations were made for the authorities of concerned, junior high schools’ principals and future researchers for improvement of school organizational innovation and school effectiveness. Key words: organizational innovation, school organizational innovation, school effectiveness.

本研究旨在探討國民小學校長空間領導、學校創新經營與學校效能之關係，針對校長空間領導、學校創新經營與學校效能進行差異比較、相關與逐步多元迴歸分析，進而驗證三者間的結構方程模式。 首先蒐集、探討國內外相關文獻，作為研究的理論基礎，採用問卷調查法，分層隨機抽取臺北市、新北市、桃園縣公立國民小學1,252位教師為受試者，回收問卷1,172份，有效問卷1,130份，回收率93.61%，可用率96.42%。所得資料以SPSS22.0版及AMOS22.0版統計套裝軟體進行處理，採用獨立樣本t考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析與線性結構方程模式等方法進行統計分析，獲致主要結論如下： 一、國民小學校長空間領導、學校創新經營與學校校能的實施現況呈現良好。 二、不同性別、年齡、教育程度、服務年資、現任職務之教師在國民小學校長空間領導、學校創新經營與學校效能具有顯著差異。 三、不同學校規模、學校地區、學校歷史之教師在國民小學校長空間領導、學校創新經營與學校效能具有顯著差異。 四、國民小學校長空間領導、學校創新經營與學校效能三者之間均存在中高度正相關。 五、國民小學校長空間領導、學校創新經營能有效預測學校效能。 六、國民小學校長空間領導、學校創新經營與學校效能的關係結構模式得到驗證支持。國民小學校長空間領導對學校創新經營及學校效能，以及學校創新經營對學校效能的影響有直接效果。 七、學校創新經營具有校長空間領導對學校效能的中介效果。 最後，根據文獻分析、研究結果，提出建議以供教育行政主管機關、國民小學校長及後續研究之參考。 / The purpose of this study is to learn the relationships among the primary school principal space leadership, innovative school management, and school effectiveness. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, innovative management, and school effectiveness, the researcher tries to build and verify a model for these three elements. To build the foundation of the model, the researcher review related literature from all over the world. The researcher applies questionnaire survey and used stratified random sampling method to select target samples from Taipei City, New Taipei City, and Taoyuan County teachers. 1252 questionnaire were issued, 1172 retrieved, and 1130 valid questionnaires. The retrieved rate and availability was 93.61% and 96.42, respectively. SPSS22.0 and AMOS22.0 software as well as independent sample t test, one-way analysis variance, product moment correlation, stepwise regression, and linear structural relations model are conducted as the statistical methods in this study. According to the results, this study has obtained the following conclusions. 1. Primary school principals perform well in space leadership, innovative school management, and school effectiveness. 2. Genders, ages, education levels, teaching experiences, and current positions of sampling teachers show difference on the principal space leadership, innovative school management, and school effectiveness survey. 3. School scales, locations, and history of the sampling teachers show difference on the principal space leadership, innovative school management, and school effectiveness survey. 4. There are mid to high positive correlations between any two of principal space leadership, innovative school management, and school effectiveness. 5. Principal space leadership and innovative school management can be applied to predict school effectiveness. 6. The study’s result supports the relation structural model between principal space leadership, innovative school management, and school effectiveness. 7. Primary school principal space leadership has a direct effect on innovative school management and school effectiveness. Innovative school management also has direct effect on school effectiveness. 8. Innovative school management is a mediation variable for principal space leadership and school effectiveness. Innovative school management has the mediation effect on principal space leadership and school effectiveness. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

<p>A mixed methods approach was employed and included a document study, questionnaires and a focus group interview. Participants included post level one teachers, and non-teaching staff and members of the school management team at one school in the Western Cape. Research findings indicated that the school management team only implemented IQMS to comply with departmental requirements and to ensure that teachers received pay progressions. It also emerged that planning was only done for compliance resulting in no real school development taking place at the school due to a number of constraints. It is recommended that the school management team employs a more balanced approach to school evaluation with a strong focus on both Developmental Appraisal (DA) and Performance Management (PM) as they employ whole school v development. It is further recommended that the school management team plans for school development with the intention to implement these in order to improve the conditions in the school. A final recommendation is that the Department of Education establish a directorate of school development in order to fund and assist schools with translating evaluation into school development.</p>

The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

The new paradigm in managing organisations, known as Total Quality Management (TQM), was investigated in this thesis. TQM as a management concept represents a fundamental change in the management approach of organisations (i.e. schools). TQM comprises a comprehensive change to the theory and practice of management, and focuses in particular on leadership and people. It is claimed in literature that the bulk of problems of organisations is leadership or management-related subsequently the implementation of TQM poses a major challenge to the managers of those organisations. It has become clear from literature that TQM comprises a radical departure from the traditional educational paradigm of bureaucracy, autocracy and mediocrity, towards a system that liberates the educator from bureaucratic red tape, and which provides for a model of empowerment and participation. This research was particularly aimed at the application of quality principles in secondary schools. The aims of the research were to • determine the nature and characteristics of TQM in schools through a review of the literature; • identify methods from the literature for the implementation of TQM in schools; • identify and analyse from the literature schools as case studies; • determine to what extent effective schools make use of TQM, and to what extent elements of TQM were to be identified in these schools; • determine whether the strategies employed in schools are based on TQM assumptions and could characterise them as effective in terms of TQM; • develop a management strategy for the improvement of the effectiveness of secondary schools through the implementation of TQM. A literature study was undertaken to analyse TQM and to determine methods for implementing TQM in schools. The empirical research consists of two phases: a quantitative phase comprising the use of a questionnaire to determine to what extent principals make use of TQM, and a qualitative phase in which principals, educators, learners and parents participated in interviews to determine what strategies schools use are based on TQM. Information from both the literature review and the empirical study was used to develop a management strategy as a guide for principals to improve the effectiveness of schools through TQM. The conclusion chapter contains a summary of the research, findings and recommendations 'in respect of the research aims. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003