本研究旨在探討新北市國小教師組織學習與學校創新經營之研究。研究目的有： 一、瞭解目前新北市國民小教師學習組織、學校創新經營之現況。 二、探討新北市國民小學不同背景教師、學校背景變項在教師學習組織、學校創新經營現況上之差異情形。 三、分析新北市國民小學，教師學習組織與學校創新經營之間的關係。 四、探究新北市國民小學教師學習組織對學校創新經營是否有顯著之預測力。 五、依據研究結果提出建議，作為相關單位及後續研究之參考。 本研究採用問卷調查法為主，以新北市209校，分為一般地區學校（都會區）有155校、偏遠地區學校（郊區）有54校。550位教職人員為受試者進行調查，並以改編之「國民小學學校狀況調查問卷」，包括二種量表，分別是「「教師學習組織量表」、「學校創新經營量表」進行研空。，實際發出516份，回政有效問卷為501份，問卷回收率為97％。資料以SPSS/PC17.0 統計套裝軟體進行描述性統計、t 考驗、單因子變異數、積差相關、多元逐步迴歸分析與討論，所得主要結論如下： 一、新北市國民小學教師對「資訊蒐集」、「系統思考」、「溝通思考」、「團隊學習」教師學習組織的知覺現況良好 二、新北市國民小學教師對「環境設備」、「組織氣氛」、「教學專業成長」、「行政管理」學校創新經營的知覺現況良好 三、年齡大、年資資深者、兼任行政工作的教師，學校歷史「未滿100年」，在教師學習組織知覺程度較高 四、、男性教師、年齡大、年資資深者、兼任行政工作的教師，學校歷史「未滿100年」、一般地區學校，在學校創新經營知覺程度較高。 五、教師學習組織與創新經營各層面有明顯正相關 六、教師學習組織影響學校創新經營以「溝通思考」影響力最大 最後，依據本研究的結果與結論，提出具體建議，己供「教育的實務」與「未來研究」之參考。 / The purpose of this Study was to explore a study on the relationship among teacher organizational learning and school innovative management in elementary school of New Taipei City. The purpose of this Study includes: 1. To understand the current teacher learning organizations in elementary schools of New Taipei Ciy and the current status of school innovative management. 2. To explore difference among different background teachers in elementary schools of New Taipei City, variations of school background on teacher learning organizxation, and the current status of school innovative management. 3. To analyze the relationship among teacher learning organizations in elementary schools of New Taipei City and school innovative management. 4. To explore wheher teacher learning organizations in elementary schools of New Taipei City have significant prediction on school innovative managemen. 5. To offer suggestion as per the study result to be provided as a reference for consequent research proceeded by the related units. This Study mainly adopted questionnaire survey aimed at 209 schools in New Taipei City., as being divided into general area school (urban area)., totaling 155 schools, and remote area school (suburban area)., totaling 54 schools. The survey was proceeded on 550 teachers and staffs as interviewee with modified “Survey Questionnaire on School Condition of Elementary Schools”., of which includes two evaluation forms as “Evaluation Form on Teacher Learning Organization” and “ Evaluation Form on School Innovative Management” respectively to proceed the said study. It actually issued 516 copies and recovered 501 copies of valid questionnaire, the recovery rate was 97%. The data was analyzed by SPSS/PC17.0 package software to proceed descriptive statistics, and also adopted t test, single factor variances, related accumulated difference, multiple stepwise regression analysis and discuss, the major conclusion obtained is as follows: 1. The current status on cognition of “Information Collection”, “Systematic Thinking”, “Communication Thinking”, “Teamwork Learning” shown by teachers in elementary schools of New Taipei City, that is very good. 2. The current status on cognition of “Environmental Equipment”, “ Organizational Atmosphere”, “Growth on Teaching Profession”, “Administrative Management” of school innovative management as being realized by teachers in elementary schools of New Taipei City, that is also very good. 3. More ages, senior, or teacher with administrative duties taught in the school less thant hundred year history, they have higher extent of cognition on teacher learning organization. 4. Male teacher, more ages, senior, or teacher with administrative duties taught in the school of general area, they have higher extent of cognition on school innovative management. 5. Both teacher learning organization and innovative management have significant and positive relation on each aspect. 6. The most influential force on teacher learning organization is “ Communication Thinking”. Finally, this Study offers a concrete suggestion as per the result of study to be provided for the reference of “Education Practice” and “Future Research”.

現代的組織人員不再只是組織機器的「小螺絲釘」，人是具有自主性的獨立個體，強調自身的價值、規範，工作不再是生活的重心，人工作不只是為了金錢報償，而有自我實現、自我超越的需求，追求多樣化的生活，因此組織應瞭解人員的需要，並創造適合個人發展的環境，當個人獲得發展，個人潛能得到開發，自我的零求得以滿足，進而組織、團體都得到發展，整個人力資源發展得以完成。 　　本文所指的「個人發展」(Individual Development)乃是組織透過教育訓練、學習及發展等途徑，來促使組織成員的知識、技術、能力和行為的改善與績效的提升。所以本研究的重點之一是尋求人性的本質，使組織在從事教育訓練、學習時，能針對人性本質作適當的方案規劃與執行。其二，探述個人發展的需求和方式、組織中那些因素會影響個人發展的進行，及何種組織有利於個人發展。第三，透過個案研究瞭解個人發展的情形和結果。 　　本文研究的章節安排則是：第一章為緒論，說明本文的研究緣起與目的、研究範圍、本文所採取的研究方法與受到的限制，及名詞界定。第二章為理論基礎，分別從心理學、社會學、組織理論及行動理論等理論，探討它們對個人發展的觀點，即其對人性本質的論點，來分析其對組織成員發展的看法，進而歸納出相關的理論基礎。第三章為個人發展理論之主要課題，探述有關個人發展的需求與方式、妨礙組織中個人發展的因素，及解決之道。 　　第四章為個案研究，本文係以國內最大規模的便利商店7-ELEVEN為研究對象，該公司的教育訓練已行之有年，具有完備的教育訓練體系，以瞭解組織實行個人發展的狀況。第五章為本論文的總結與建議。