國民教育乃是一國教育之一切教育的基礎，本研究以越南北部紅河平原地區國民中小學學校教師為樣本，以文獻分析法、問卷調查法、進行研究得到以下結論： 一、國民中小學校組織氣候對組織效能有顯著的影響。組織氣候各層面中，校長支持行為與教師投入行為對組織效能具有顯著影響。 二、男教師與女教師樣本相較，其組織效能均受到組織氣候之顯著影響且兩者所受到的影響層面相同。 三、目前是否兼任行政工作樣本相較，其組織氣候對組織效能均有顯著影響力，但組織效能所受之影響層面不同。目前不兼任行政工作教師，其組織效能知覺受教師離心行為層面之影響。然而，目前兼任行政工作教師樣本，其組織效能感受並不受此層面之影響。 四、國民中小學學校組織溝通對學校組織效能有顯著影響力。 五、就市鎮與鄉村學校樣本，其學校組織效能均受組織溝通所影響，但所受影響層面不同，市鎮學校教師，其組織效能知覺受到組織溝通之暢通性所影響而後者則無；鄉村學校教師組織效能知覺受到組織溝通意願所影響，而前者則無。 六、學校組織氣候與組織溝通在組織效能上並未發現有交互作用。 七、學校組織氣候、組織溝通各層面對組織效能影響力不同，其中，「下行溝通」對組織效能之預測力最高，連25.2%，次為「平行溝通」、「溝通意願」，其對組織效能之預測力分別達23.9、17.4%，接下為「溝通意願」、「校長支持行為」與「上行溝通」。 八、教師不同人口層面中「目前是否兼任行政工作」教師，其在織氣候感受上有顯著差異。「目前兼任行政工作」教師對組織氣候較為開放。「目前不兼任行政工作」教師，其在組織氣候感受上較為封閉。 學校不同情境層面中，學校位於市鎮、鄉村，其教師在組織氣候感受上有差異。位於市鎮學校，其教師組織氣候知覺較為封閉。位於鄉村學校，其教師組織氣候知覺較為開放。 九、教師不同人口層面中，教師不同年齡與不同服務年資在組織溝通上有顯著差異。 學校不同情境層面中，學校位置於市鎮與鄉村，其教師在組織溝通感受上有顯著差異。鄉村學校，其教師在組織溝通知覺上較為積極。市鎮學校，其教師之組織溝通知覺積極程度不如鄉鎮學校。 根據研究結果，本研究就越南國民中小學校之未來運作提出以下建議： 一、改善學校組織氣候，強化行政功能 1、培養校長支持、引導成員之能力，主動促成學校組織開放氣候。 2、學校組織中教師問需培養人際和諧。 3、鼓勵教師參與行政工作以促使其對學校運作、目標之瞭解、增加對組織參與、共識，力求組織眾人齊心達成目標。 二、加強溝通協調，推行參與管理：改善學校組織之下行溝通與平行溝通，促進溝通協調以增進學校組織效能。 三、由相關文獻探討之建議 〈一〉、學校的領導哲學與各項行政措施應重視「人」的因素。 〈二〉、學校校長與教師應建立一套適當的「學校溝通網路」，使的學校各項訊息能順利交換以提高運作的效能。 〈三〉、學校應鼓勵各部門、各單位革新發展。 論文提要 圖表目次 第一章 緒論 第二章 文獻探討 第三章 研究方法 第四章 研究結果 第五章 研究結果討論 第六章 結論與建議 參考書目 附錄 / This research uses literature analysis and survey research to study the relationship between the organizational climate , organizational communication and organizational effectiveness basing on the sample of primary and secondary school teachers in the North of Vietnam. The research has found following results: The organizational climate in primary and secondary school has significant influence on organizational effectiveness. The frutrated aspect has significant influence on organizational effective perceice in the sample teachers who do not cumulate admistrating works. The organizational communication has significant influence on school organizational effectiveness. Comparing samples of city school and remote erea school , the organizational communication has signifcant influence on two sample, but in diffirent levels. The statistic results indicate that there is no interaction between organizational climate and communication on the effectiveness . Each school organizational climate and communication aspect has diffirent influence on organizational effectiveness, and "down communication" has influence rate of 25.2%.

本研究旨在探討新北市國民中學教師學術樂觀與學校組織氣候的現況；並剖析不同背景變項與學校變項的教師知覺教師學術樂觀與學校組織氣候的差異情形；及探討教師學術樂觀與學校組織氣候之間的關係；最後，以逐步多元迴歸檢視教師學術樂觀對學校組織氣候的預測力。為達到上述研究目的，本研究採用問卷調查法，以新北市35所國民中學之主任、組長及教師為研究對象，共寄發問卷559份，回收有效問卷521 份，有效回收率為93.20％。本研究採用SPSS統計套裝軟體進行分析，獲得以下結論： 一、 新北市國民中學教師知覺教師學術樂觀、學校組織氣候為中高程度。 二、 不同年齡、教育程度、任教領域及學校地區之教師在知覺教師學術樂觀整體與學校組織氣候整體，都沒有顯著差異。 三、 不同性別之教師在知覺學校組織氣候整體，女性教師高於男性教師。 四、 不同服務年資之教師在知覺教師學術樂觀整體，21（含）年以上之教師高於6~10年之教師。 五、 不同職務性質之教師在知覺教師學術樂觀整體，教師兼主任高於教師兼導師。 六、 不同學校規模之教師在知覺教師學術樂觀整體，73（含）班以上之教師高於25~48班之教師。 七、 教師學術樂觀與學校組織氣候之間呈現正向相關。 八、 教師學術樂觀對學校組織氣候具正向預測力，其中教師信任領導者及教師信任同儕二構面對學校組織氣候整體之聯合預測力最高。 最後，依據上述研究結論，提出具體建議，以做為教育行政機關、國民中學校行政及未來研究人員的參考運用。 關鍵詞：國民中學、教師學術樂觀、學校組織氣候 / The Study of the Relationships between Teacher Academic Optimism and School Organization Climate in Junior High Schools in New Taipei City Abstract First, this study aimed to explore the current situation of New Taipei City junior high schools’ teacher academic optimism and school organization climate; then, to analyze the demographic variables on the different perceptions of teacher academic optimism and school organization climate, and then to discuss the relationship between teacher academic optimism and school organization climate. Finally, stepwise multiple regression was used to predict school organization climate. Based on the research conclusions, the proposed recommendations for the relevant institutions’ reference were provided. To achieve these purposes, this study used questionnaire survey method. The directors, team leaders and teachers from 35 junior high schools in New Taipei City were sampled as the subjects. A total of 559 questionnaires were distributed, with 521 valid questionnaires. The return rate was 93.2%. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The conclusions of this research are as follows: 1. Teachers’ perceptions of teacher academic optimism and school organization climate is high in junior high schools in New Taipei City. 2. There are no significant statistical differences in ages, education levels, teaching field, and school locations in teachers’ perceptions of teacher academic optimism and school organization climate. 3. There are significant statistical differences within genders of junior high school teachers perceptions of school organization climate. And the female teachers are obviously higher than the male teachers. 4. There are significant statistical differences within service years of junior high school teachers perceptions of teacher academic optimism. And teachers service above 21 years are obviously higher than teachers service 6~10 years. 5. There are significant statistical differences within duties of junior high school teachers perceptions of teacher academic optimism. And teachers serving concurrently as administrators of school affairs are obviously higher than class teachers. 6. There are significant statistical differences within school sizes of junior high school teachers perceptions of teacher academic optimism. And teachers above 73 classes are obviously higher than teachers in 25~48 classes. 7. Teacher academic optimism is positively correlated to school organization climate. 8. The prediction of the relationships between teacher academic optimism and school organization climate is supported. Finally, based on the above research conclusions, the recommendations are provided as references and applications for educational administrations, junior high school administrations and future researchers. Keywords: junior high school, teacher academic optimism, school organization climate