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本研究旨在探討臺北市公立高級中學學校組織文化與學校效能之現況，並探究不同個人背景變項與學校背景變項之教師對學校組織文化與學校效能知覺之差異情形，並分析兩者間之關係及檢視學校組織文化對學校效能之預測力。 本研究採用文獻探討法與調查研究法，依據研究目的、研究問題及文獻探討結果，編製「臺北市公立高級中學組織文化與學校效能調查問卷」進行預試，並依據因素分析結果編製正式問卷進行研究。本研究之研究對象為服務於臺北市公立高級中學教師，依學校班級數及教師人數為依據，本研究樣本為672人，有效回收問卷共566份。問卷調查結果採用描述性統計、皮爾遜積差相關、t檢定、單因子變異數、多元迴歸等統計方法進行分析。本研究之主要結論為： 一、臺北市公立高級中學教師對學校組織文化與學校效能知覺程度為中上程 度。 二、就教師之個人背景變項對學校組織文化與學校效能的知覺差異比較發 現： （一）男性之學校組織文化知覺普遍高於女性；（二）不同年齡教師之學校組織文化知覺無顯著差異；（三）不同學歷教師之學校組織文化知覺無顯著差異；（四）資深者之學校組織文化知覺略高於資淺者；（五）兼行政教師之學校組織文化知覺顯著高於專任教師；（六）男性之學校效能知覺普遍略高於女性；（七）不同年齡教師之學校效能知覺略有差異；（八）不同學歷教師之學校效能知覺無顯著差異；（九）資深者之學校效能的知覺普遍略高於資淺者；（十）兼行政教師之學校效能知覺顯著高於專任教師。 三、就教師之學校背景變項對學校組織文化與學校效能的知覺差異比較發現：（一）不同規模學校在組織文化各層面之知覺無顯著差異；（二）不同學校歷史在學校組織文化各層面之知覺無顯著差異；（三）學校規模41~60班者在學校效能之行政領導效能層面的知覺顯著高於25~40班；學校規模60班以上者在學校效能之學生學習表現層面的知覺顯著高於41~60班（四）不同學校歷史在學校效能各層面的知覺無顯著差異。 四、學校組織文化與學校效能之關係密切。除了學校組織文化之關係取向層面之外，其他學校組織文化整體及各層面與學校效能整體及各層面均呈現顯著正相關。 依以上之研究發現，本研究對主管教育行政機關、臺北市高級中學與後續研究者分別提出以下建議： 一、對主管教育行政機關之建議：（一）善用教師對學校事務之高度關心，賦予學校自主空間引導，建立優質之組織文化。（二）善用教師對學校效能之知覺，鼓勵學校追求團體及個人之績效，提升學校效能。 二、對臺北市高級中學學校之建議：（一）學校要重視不同性別教師對學校組織文化及學校效能之知覺差異（二）學校要針對不同年齡教師提供組織文化及學校效能多元資訊（三）校長充分運用學校優質的教師人力資源，提供教師參與學校事務之機會，提昇學校效能（四）學校提供不同年資教師間有較多互動及交流機會（五）強化法制取向、情感取向、創新求變等層面之正面影響力，增進學校效能。（六）建立學校與社區關係及有效運用社區資源，提升並強化學校效能表現（七）建立增進學校效能之最佳組織文化模式。 三、對未來研究之建議：（一）研究對象方面，建議擴大研究對象至私立高中或公私立高職比較其差異。（二）研究變項方面，建議參採適合變項納入研究分析。（三）研究方法方面，建議參酌使用質性研究輔助之。（四）研究工具方面，建議將負相關結果之組織文化之關係取向變項再做衡酌，或納入其他變項。 / The purpose of this study was to find out the present status of organizational culture and school effectiveness in Taipei public high schools, and to explore how variables of different personal and school backgrounds can influence the teachers’ perception toward organizational culture and school effectiveness. This study also examined the predictability of organizational culture to school effectiveness. The research methods used in this study included literature review and survey method. Based on the study purpose and literature review, a questionnaire for organizational culture and school effectiveness in Taipei public high schools was compiled. After pretest and factor analysis, a formal questionnaire was formed to conduct the study. The subjects of this study were teachers of Taipei public high schools. According to the amount of classes and teachers of individual school, 672 subjects were drawn, and the valid returned questionnaires were 566. These valid questionnaires were then analyzed by statistics methods including descriptive statistics, Pearson Relations, T-test, one-way ANOVA, and multiple regression. The main findings of this study were as follows: 1.The subjects’ perception toward their schools’ organizational culture and school effectiveness were middle to high degrees. 2.The relations between different personal backgrounds and the perception toward organizational culture and school effectiveness were concluded as follows: (1)Male subjects’ perception toward organizational culture was generally much higher than female subjects’. (2)Subjects of different ages showed no significant difference in their perception toward organizational culture. (3)Subjects of different educational backgrounds showed no significant difference in their perception toward organizational culture. (4)Senior subjects’ perception toward organizational culture was slightly higher than junior subjects’. (5)Subjects with administrative positions significantly showed higher perception toward organizational culture than those without administrative positions. (6)Male subjects’ perception toward school effectiveness was generally a little higher than female subjects’. (7)Subjects of different ages showed a little significant difference in their perception toward school effectiveness. (8)Subjects of different educational backgrounds showed no significant difference in their perception toward school effectiveness. (9)Senior subjects’ perception toward school effectiveness was slightly higher than junior subjects’. (10)Subjects with administrative positions significantly showed higher perception toward school effectiveness than those without administrative positions. 3.The relations between different school backgrounds and the perception toward organizational culture and school effectiveness were concluded as follows: (1)Subjects from different scale schools showed no significant difference in their perception toward each aspect of organizational culture. (2)Subjects from schools with different history showed no significant difference in their perception toward each aspect of organizational culture. (3)Subjects from schools with 41 to 60 classes significantly showed higher perception toward the administration leadership aspect of school effectiveness than those from schools with 25 to 40 classes. Subjects from schools with more than 60 classes significantly showed higher perception toward the student learning performance aspect of school effectiveness than those from schools with 41 to 60 classes. (4)Subjects from schools with different history showed no significant difference in their perception toward each aspect of school effectiveness. 4. A close relation was found between school organizational culture and school effectiveness. Aside from the relationship orientation aspect of school organizational culture, the school organizational culture itself along with its individual aspect and the school effectiveness itself along with its individual aspect were significantly correlated. According to the above findings, suggestions for educational administrative authorities, Taipei high schools, and subsequent researchers were listed below: 1.Suggestions for educational administrative authorities: (1)Make good use of teachers’ concern about school affairs, give school more space for self management, and help establish quality school organizational culture. (2)Make good use of teachers’ perception toward school effectiveness, encourage schools and teachers to pursue their performance and efficiency, and promote school effectiveness. 2.Suggestions for Taipei high schools: (1)Recognize and improve the fact that teachers with different sex showed significant difference in their perception toward school organizational culture and school effectiveness. (2)Provide teachers of different ages with relative multiple information sources on school organizational culture and school effectiveness. (3)Make full use of the quality human resources in school, and offer opportunities for teachers to take part in the school affairs to promote school effectiveness. (4)Make more chances for senior and junior teachers to interact and communicate. (5)Strengthen the positive influence of legal orientation, emotional support orientation, and innovation and change orientation. (6)Establish an interactive relationship with communities, and utilize community resources effectively. (7)Establish the best organizational culture mode to increase school effectiveness. 3.Suggestions for future research: (1)Expand research subjects to private high school and vocational high school teachers. (2)Adopt other appropriate variables into the study. (3)Add qualitative approach to supplement the study. (4)Reconsider if the aspect of relationship orientation should be listed as one of the variables of organizational culture.

領導效能與地方政府績效：一個對印尼地方政府首長的研究 / Leadership crisis has been a sizzling issue for the past decade. The existing studies showed that due to the absence of the ideal characteristics of leadership, the implementation of decentralization in some developing countries tended to give negative effects. Unfortunately, not enough evidences can be used as the guidance to overcome the negative effects. We believe that the leadership studies seemed to have been focused too much on “what” are the characteristics rather than “how”. Four regions as well as their county/city leader were examined. We found that the four regions have similarities and differences in achieving their objectives. Essentially, we affirmed that leaders have performed, the effective leadership characteristics differently. Regarding the poverty alleviation, these leaders conducted different strategies and achieved different outcome. We conclude that they are two different styles have been identified. These are normative and alternative. They were normative because not only they used the regular approached performed by the central government, but the leader also acted normatively when achieving the objectives. For example, facilitate the poor with free education and health services. On the other, they were alternative because they have performed different approach and the leader acted out of the box. For example, by changing people’s mindset in helping the poor rather than giving them money. To do this, leader with alternative style invited privates to take part rather than depend merely on the government fund. By adopting the existing leadership theories, the current study has explored the leaders’ behavior that contributed to their effectiveness. We believe that the current study’s findings will be a valuable contribution not only for the leadership studies but also to public administration.

本文擬建構一包含家計部門、能源供應商以及政府三部門之模型，以理論模型與模擬分析來探討最適能源稅率之訂定以及課徵能源稅對其他經濟變數之間的關聯性。 在模型設定上，本文有別於傳統文獻直接將能源消費放入效用函數中，而是以能源服務作為家計單位效用函數之影響變數，並透過家計單位之生產函數，結合能源與能源設備特徵，以生產能源服務，以此來建構家計單位之最適化模型。在政府決策方面，以享受能源服務之總成本最小，受限於政府預算平衡以及市場均衡之下，推導出最適能源稅率。 至於模擬分析部份，則是透過設計五種不同情境，除了基準情境不課徵能源稅外、另設計四種課徵能源稅的情境，並配合四種不同稅收用途，以內生求解方式，分別模擬出各情境下之最適能源稅率，以及其對能源、省能設備需求、二氧化碳排放及其他經濟變數的影響。再以不同之二氧化碳排放環境損害係數，作敏感度分析。 最後，透過不同政策優先之社會權數，就3E效果，包括能源、環境、經濟三方面影響，來比較各情境下所模擬出的總和結果，以加權計分方式，得出最適能源稅政策之配套措施，並配合我國現行能源相關稅費，歸納分析出政府未來開徵能源稅所應採行之政策工具及整合方向。 經過本文研究發現，訂定最適能源稅率之影響因素，除了傳統文獻所強調的環境損害成本應將之內部化以外，尚包括對能源服務支出的影響、對能源市場所產生的扭曲，以及對稅收的影響等。其中能源設備特徵需求之變動在訂定能源稅率時，扮演非常重要的角色。能源設備特徵需求之變動同時會影響能源服務單位成本與能源服務需求，為最適能源稅率之減項，甚至在環境損害成本中亦受到能源設備特徵變動，改變其設備之二氧化碳排放係數，使得環境損害成本降低，亦為最適能源稅率之減項。根據本模擬結果顯示，課能源稅使得能源價格上漲，能源設備特徵需求提高，勞動供給微幅增加，能源需求、二氧化碳排放量下降，家計所得、社會總成本、總稅收增加。表示課徵能源稅對降低能源需求，鼓勵消費者多選購節能產品，有相當明顯之效果。此外，當環境損害係數愈高，二氧化碳排放係數愈高之能源，其能源稅率應愈高。最後，本文利用不同之社會權數組合，得出課徵能源稅同時降低勞動稅，並將稅收投入環保支出所產生之3E效果相較其他政策配套為佳。而在推動綠色租稅改革之際，除了能源稅率訂定之合理化外，仍應作相關整合，包括油氣類產品之貨物稅應廢止，以避免重複課稅；並在訂定能源稅率時，將徵收空氣污染防制費所產生二氧化碳排放減量的效果一併考慮。 / This thesis intends to construct a model which includes 3 sectors of household, energy supplier and government to derive the optimal energy tax rate and analyze the correlation between energy tax and the economic variations. Households combine energy and energy equipment characteristics to generate the energy service. This research uses energy service as variables of household utility function and designs a energy service production function of household. This is different from traditional literature which use energy productions directly as variables of household utility function. The theoretical model derives the optimal energy tax rate by minimize the cost for energy services subject to government budget balance and market equilibrium conditions. And five different scenarios including the base, tax added, green tax reform, tariff reduction, as well as total emission control, with four disposals of tax revenue are designed for the simulation to solve the energy tax rate and the other variables endogenously. In addition, the environmental damage coefficient of carbon dioxide emissions is used for the sensitivity analysis. Eventually, this study weighted the simulated results to devise the optimal policy package by the social weights of policy priorities. The social weights is given according to 3E effects including energy, environmental and economic impact. The findings of this research are summarized as followed: (1)the factors for setting the optimal energy tax rate, in addition to the marginal environmental damage as the traditional literature emphasized and, it should also include the changes of the expenditures for energy services, distortion in energy markets, as well as the impacts to tax revenue including labor tax and tariff. (2) The simulation results show that the energy tax increases the energy price, demand of energy-saving products, labor supply, household income, total social costs, total tax revenues and decreases energy demand and carbon dioxide emission. (3) The higher the environmental damage coefficient of carbon dioxide emissions, the energy tax rates should be higher. (4) Green tax reform with the disposal of the tax revenue on environment protection generate the best 3E results comparing with the other policy package. (5) The excise tax of oil and gas products should be abolished, in order to avoid double taxed; and the Air Pollution Control Fee resulting the reduction of carbon dioxide emissions should be taken into account in determining the energy tax rate.

本研究探究在進行跨國商務溝通時，所應具備職能為何，藉由文獻探討、訪 談、專家會議和問卷調查等方式確立國際商務溝通職能模型，並且針對一真實課 程進行評鑑工具的發展和驗證，以瞭解工具和課程的有效性。 根據研究的結果，確立了台灣人才在全球舞台上的國際商務溝通職能包含三 個層次、九個構面，即為基礎、加分和目標三層次，敏感度、同理心、積極性、 彈性、商業專業能力、運用語言能力、傳遞訊息能力、傾聽能力、和建立共識等 九個構面，並且根據這九個構面發展出每一構面的行為指標。而評鑑工具的發展 上，經過信度、效度和鑑別度的分析，確認評鑑工具的有效性。而後進行課程有 效性分析，發現課程的介入確實顯著提昇學生的職能展現。 本研究所建構的職能模型和評鑑工具皆通過考驗和證實，最後研究者提供在 教育訓練、評鑑和未來研究的建議。 / The purpose of this study is to explore what is the necessary competency for international business communication and use them to develop the assessment tool. Through literature review, expert interviews, expert panel and questionnaire survey, the study builds the international business competency model and assessment tool to offer a structure helping Taiwanese talents to go on the world stage smoothly. According to the result, there are three levels and nine dimensions in the international business competency for Taiwanese. It includes “must have”, “nice to have” and “goal” levels, which contain sensitivity, sympathy, aggressiveness, flexibility, business profession ability, language using ability, message delivering ability, listening and achieving consensus. Moreover, the research also develops behavior indicators for each dimension. In the part of assessment tool, the efficacy is confirmed by reliability, validity and discrimination analysis. The international business communication competency model and assessment tool are all confirmed the efficacy. In the end, the researcher provides the suggestions for training, assessment and follow-up academic studies.

本研究旨在探討我國學校創新經營與學校效能的實際效果，藉由整合2003到2009年的25篇博碩士論文的研究數據，探討學校創新經營與學校效能兩變項的相關性、調節變項的影響力、及跨變項相關作用的結果。 在研究方法上採用後設分析技術進行，結果分析共分三部分，第一部分是學校創新經營與學校效能的後設分析，有25篇研究納入分析；第二部分在確認調節變項的存在與其對兩變項平均相關的干擾效果，分別以地區及轉型領導等2變項投入；第三部分在釐清跨變項間的相關情形，兩兩變項間須至少有5篇以上的數據才會投入分析。 綜合研究結果及文獻，得到三項研究結論： 一、 學校創新經營與學校效能的效應量有顯著相關，且在程度上為大效應量。 二、 轉型領導為學校創新經營與學校效能間的調節變項。 （一） 地區特徵不會影響學校創新經營與學校效能的相關性。 （二） 轉型領導是影響學校創新經營與學校效能的異質因素，其與效應量有同方向變動關係。 三、 學校創新經營與學校效能跨變項間均具有顯著相關，且各效應量在程度上均為大效應量。 （一） 整體學校創新經營與個別學校效能間均有顯著相關存在，其中以行政績效表現與整體學校創新經營的平均效應量為最高。 （二） 整體學校效能與個別學校創新經營間均有顯著相關存在，其中以行政管理創新與整體學校效能的平均效應量為最高。 （三） 個別學校創新經營與個別學校效能間均有顯著相關存在，其中以行政管理創新與行政績效表現的平均效應量為最高。 爰依上述研究結果，提出五項建議如下 一、 各縣市政府可多辦理獎勵型的創新經營比賽。 二、 進行學校創新經營時，建議校長使用轉型領導策略。 三、 建議學校從事創新經營應重視組織文化之改變。 四、 建議學校創新經營策略之擬定，宜先確定效能標的。 五、 對未來研究在取樣地區、方法使用及變項設定的建議。 / The purpose of this study is to confirm the effect size of school innovative management and school effectiveness. Researcher analyze mean correlations, moderators’ effect, and correlation across two variables which are school innovative management and school effectiveness by collecting data of 25 theses published in 2003-2009. Meta-Analysis divides results into 3 parts. The first part takes 25 theses into calculation for estimating mean correlations between school innovative management and school effectiveness. The second part is trying to examine the existence of moderators and their moderate effects on the mean correlation. This study sets 2 possible moderators that are areas and transformational leadership for analyzing. The third part is to clarify the relationship across variables. For the sake of keeping a stable effect size, every analysis must build on 5 valid theses’ data. The main conclusions are as follows: 1.There is significant correlation between school innovative management and school effectiveness, and the effect size is demonstrates high effect. 2.Transformational leadership is the moderator that influences school innovative management and school effectiveness. 2.1 The area variable did not moderate the effect size. 2.2 Transformational leadership is the variable that moderates the effect size of school innovative management and school effectiveness. 3. Every Analysis across variables shows significant correlations, and the effect size is demonstrates high effect too. 3.1 In dimension of total school innovation versus single school effectiveness, all effect sizes are significant, and the strongest mean correlation is administrative effectiveness. 3.2 In dimension of total school effectiveness versus single school innovation, all effect sizes are significant, and the strongest mean correlation is administrative innovation. 3.3 In dimension of single school innovation versus single school effectiveness, all effect sizes are significant, and the strongest mean correlation is administrative innovation versus administrative effectiveness. According to the above conclusions, some suggestions have been proposed: 1. Local governments can hold innovative race with award to encourage schools. 2. Principals can use transformational leadership strategy to initiate innovation. 3. Change the rigid organizational culture when schools execute innovation. 4. Define the effective target before the innovative strategies are formed. 5. Suggestions for future researches: About area, method and setting variables.

學習常被假設為策略成因之一，公司針對“新技術”去學習與調適的差異化能力，被學者視為影響公司競爭力的關鍵體質。“技術學習”（technological learning）向來被視為凡是有助於一個公司加強和擴大其知識和技術基礎的活動皆屬之。而在動盪且競爭的技術環境下，技術學習是公司策略的關鍵要素和應予注意的焦點。 正因為技術學習是組織學習（organizational learning）的子集合，且一個優於競爭者去學習的組織長期下來必定成功。如果我們認同組織學習是一種連續的過程，且組織與環境互動時，會遭遇許多問題並採行處理問題之行動，其中涉及人與人之互動或個人與組織之互動，而組織藉由觀察先前行動之結果的回饋所作檢討，可再改正更適當的行動，如此不斷累積即產生了學習。由此引發本研究探討其間關係之興趣與動機。 本研究以「組織學習理論」、「技術學習理論」及「技術能力組成構面」為理論基礎，推論建立下列構念關係之觀念架構，即技術學習的廣度（包含內部學習四項及外部學習四項變數）與技術學習深度兩項自變數對技術能力應變數的關係及影響。 論文以台灣的資訊軟體產業為研究對象，經由問卷調查從軟體協會找出451家會員廠商進行實證，並用統計分析檢定假設，研究結果發現「技術學習廣度」與「技術學習深度」二者對「技術能力」提昇皆有顯著影響，且因廣度與深度二者彼此間亦顯著地會相互影響，因此二者各種型式之搭配對技術能力之提昇則較無明顯差異。

本研究旨在探究目前幼稚園組織學習、教師效能感與家長參與間的現況、差異情形，以及三變項間之關聯性。依分層隨機抽樣方式，共抽取500位台北縣市公私立幼稚園資深的大班教師為研究對象，以問卷填答的方式進行問卷調查法之研究，計問卷可用率為44.8%。採用獨立樣本t考驗、單因子變異數分析、Scheff´e事後比較、皮爾森積差相關、單因子多變量變異數分析、多元逐步迴歸等為資料處理與分析方法。研究結果顯示：1.「組織學習」在背景變項上並沒有達顯著差異。2.「教師效能感」在任教年資方面，年資20年以上之教師效能感高於未滿5年者。3.在「家長參與」方面，公幼家長參與程度高於私幼、幼稚園規模為60人以上未滿120人、120人以上者均高於未滿60人之幼稚園、一班為30人之班級其家長參與程度亦高於未滿20人。4.「家長參與」與「組織學習」、「教師效能感」成顯著正相關。5.「家長參與」分別與「資訊分享」、「個人學習」、「深度匯談」成顯著正相關。6.「家長參與」分別與「有效教學」、「克服外在環境」、「專業知能」、「克服家庭因素」成顯著正相關。7.「教師效能感」、「班級規模」、「組織學習」三變項對「家長參與」具有預測力。本研究並根據研究結果提出建議，以提供幼稚園園方、幼教師、師資培育機構，以及未來研究者之參考。

台灣汽車零組件業是台灣相當具有國際競爭力的產業，碰撞件業在全球售後維修非原廠正品零件市場中，一直保有領導地位，市佔率高達85∼90%，實屬相當傲人的成績。 因此本研究欲透過焦點團體訪談與問卷調查法，探討台灣汽車零組件業關鍵成功因素之所在，以提供台灣其他中小型製造業作為標竿學習的對象。焦點團體共進行兩次，每次三個小時，人數約8∼12人。問卷調查法以台灣區汽車工業同業公會的成員為調查對象，共發放200份問卷，回收111份有效問卷，共分為五大構面來討論：供應鏈、研發與設計、人力資源發展、生產與品質、顧客服務與行銷。 本研究歸納出台灣汽車零組件業主要成功的關鍵因素有四，分別是：1.緊密合作的供應鏈體系、2.彈性生產的製造系統、3.快速回應顧客的能力、4.優良的品質認證系統。 並提出對台灣汽車零組件業未來發展的建議：1.降低原料成本、2.強化技術提昇、3.搶進全球供應鏈、4.轉型為『產品整合者』。