This study attempted to investigate the current situations of teacher's knowledge inertia, organizational learning and school effectiveness in elementary schools and to analyze the differences among teacher's knowledge inertia, organization learning and school effectiveness in personal variables. Furthermore, it tried to explore the relationships among teacher's knowledge inertia, organization learning and school effectiveness. Finally, this study try to verify these factors for prediction. The adopted study methods are literature review,and questionnaire . The subjects includ 558 teachers from public schools . The collected data are analyzed by descriptive statistic, t-test, one-way ANOVA, pearson product-moment correlation, and multiple stepwise regression analysis. According to the result of the data analysis, the main findings were as follows: 1.The teachers of elementary schools in Kaohsiung city perceive poor degree on teacher's knowledge inertia. Among the sectional scores, ¡§experience inertia¡§ is the highest. 2.The teachers of elementary schools in Kaohsiung city perceive a middle level on school¡¦s organizationa learning. Among the sectional scores, ¡§team learning ¡§ is the highest. 3.The teachers of elementary schools in Kaohsiung city perceive a middle level on school effectiveness . Among the sectional scores, ¡§teacher's teaching quality ¡§ is the highest. 4.The teachers who worked at middle-size school with an education degree of normal junior college or normal school perceive a better performance of teacher's knowledge inertia. 5.The teachers who were male, elderly,and senior can sensed school¡¦s organization learning better. 6.The teachers who were male, elderly, senior, with high educational degrees and part -time administrators can sense school effectivenss better. 7.There was weak correlation between teacher's knowledge inertia and organization learning. 8.There was weak correlation between teacher's knowledge inertia and school effectivenss. 9.The more positive function school's organization learning in school developed, the better performance of school effectiveness promoted. 10.The performance of teacher's knowledge inertia and school¡¦s organization learning can predicted the performance of school effectiveness ,especially the aspect of ¡§Knowledge Transmitting & Applying¡¨. Finally, based on those findings, the study suggested some implications for administrative authorities, elementary school principals, teachers, and further studies as well Keywords¡G knowledge inertia¡Borganization learning¡Bschool effectiveness

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-05T11:20:42Z No. of bitstreams: 1 ritadecassiadeassumpcaomello.pdf: 2174753 bytes, checksum: 78d31a1a538111015164afff261a66a2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T11:52:46Z (GMT) No. of bitstreams: 1 ritadecassiadeassumpcaomello.pdf: 2174753 bytes, checksum: 78d31a1a538111015164afff261a66a2 (MD5) / Made available in DSpace on 2016-02-05T11:52:46Z (GMT). No. of bitstreams: 1 ritadecassiadeassumpcaomello.pdf: 2174753 bytes, checksum: 78d31a1a538111015164afff261a66a2 (MD5) Previous issue date: 2014-08-20 / O papel do gestor escolar e sua influência na mudança dos resultados da escola são temas da presente dissertação que objetiva analisar até que ponto a gestão do Colégio Estadual Princesa Isabel tem contribuído para que a instituição se torne uma escola efetiva e quais são as melhorias mais indicadas para a continuidade desse processo. Identificaram-se, então, quais as ações dos gestores que levaram à superação de obstáculos, ao resgate da autoestima dos estudantes, à confiança da comunidade escolar e ao consequente avanço nos resultados de desempenho do Colégio Estadual Princesa Isabel, localizado em Petrópolis, após a mudança da equipe gestora em 2011. A pesquisa foi realizada por meio de entrevistas semiestruturadas, observação indireta da escola, análise dos projetos e ações pedagógicas, estudo dos resultados das avaliações externas e questionários. Com a pesquisa, pode-se identificar que a escola estudada apresenta características de uma escola eficaz, eficiente e efetiva. Com base nos resultados alcançados com a pesquisa na escola o Plano de Intervenção Educacional contempla duas vertentes, a primeira refere-se ao fortalecimento das relações internas na escola e a segunda objetiva o crescimento da efetividade escolar com a implementação da modalidade de ensino “Dupla Escola com Profissionalizante”. / The role of school management and its influence on the change of school results are themes of this dissertation, which aims to analyze to what extent the management of the State College Princess Isabel has contributed to the institution to become an effective school and what are the improvements more indicated for the continuation of this process. Identified himself, then what actions managers that led to overcoming obstacles, to rescue the self-esteem of students, the confidence of the school community and the consequent advance in the performance results of the Princess Elizabeth Public School, located in Petrópolis, after change management team in 2011. a survey was conducted through semi-structured interviews, indirect observation of the school, analysis of projects and educational activities, study the results of external reviews and quizzes. Through research, we can identify the school studied has characteristics of an effective, efficient and effective school. Based on the results achieved by research in the School of Educational Intervention Plan comprises two parts, the first refers to the strengthening of internal relations in the school and the second aims at the growth of school effectiveness by implementing the teaching method "Double School to College ".

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For the last forty years, since the end of the Second Vatican Council, the Catholic Church has been committed to renewal. In Queensland, Catholic schools have responded to this commitment by undertaking cyclical renewal processes since the early 1980s. The focus of this research was the process of Catholic School Renewal in the Catholic Diocese of Rockhampton, Queensland, Australia. The review of the literature focused on literature relating to school effectiveness and school improvement internationally and nationally, as well as Catholic School Renewal in Queensland generally and the Catholic Diocese of Rockhampton specifically. The following research questions focused the research design: 1. How is the process of Catholic School Renewal a source of potential growth? 2. How does the process of Catholic School Renewal ensure quality Catholic education? 3. How is the process of Catholic School Renewal a useful quality assurance tool? The epistemological stance adopted for the research was constructionism. The research paradigm adopted was interpretivism with social interactionism as the selected orientation. As case study is congruent with an interpretivist tradition of research it was adopted as a useful way of gaining insight into the perspectives of the participants. The case was comprised of some staff members who worked in one of four Catholic primary schools situated in three of the four regions of the Catholic Diocese of Rockhampton. Data collection took the form of semi-structured interviews and a survey questionnaire with the data being analysed using the constant comparative method. The study concluded that the process of Catholic School Renewal in the Diocese of Rockhampton is a useful quality assurance tool which helps to ensure quality Catholic education. Whether or not the process is a source of growth is dependent on a number of factors, paramount among which is the approach and ability of the Regional Supervisor of Schools. There were six major recommendations arising out of the research. These related to: 1. Ensuring the Regional Supervisor of Schools has certain attributes and knowledge. 2. Inservicing school staff on the purpose and nature of Catholic School Renewal. 3. Providing External Validation Team members with adequate inservice. 4. Permitting more involvement of the school principal in the process. 5. Initiating a review of the process of Catholic School Renewal in the Catholic Diocese of Rockhampton. 6. Rockhampton Catholic Education continuing to use the process.

The main purpose of the study is to research influences on the principal¡¦s leadership and the school effectiveness of the principal-selecting system of elementary schools in Kaohsiung City. The study is divided into three sections. The first issue is focused not only on investigating the fundamental theories about the principal-selecting systems, leadership and the school effectiveness, but also on analyzing some related empirical researches. Second, the efforts are concentrated on finding out the current status and the variation of the principal¡¦s leadership and the school effectiveness. Therefore, we will realize the changes and examine the correlations among the two variables and the principal-selecting system. Finally, the concrete conclusions combined with records and results of my research will be devoted to consider about improving the school effectiveness and the principal¡¦s leadership. The approach is the Questionnaire-method with stratified sampling randomly. Based on the results from studied reports and recommendations from experts in this field, an analyzing tool with high reliabilities has been developed, titled ¡§A questionnaire for exploring the influences of existing principal-selecting system on the principle¡¦s leadership style and the school effectiveness.¡¨ A total of 600 teachers from 86 elementary schools responded the questionnaire, in a population of 36 public elementary schools in Kaohsiung City. Of them, 466 valid copies, approximately 97%, are collected. Data was analyzed with computers by traditional or state-of- the-art statistic methods, such as Arithmetic Mean, Standard Deviation, T-test, One-way ANOVA, and Pearson Product-moment Correlation. Main findings obtained from the study are as follows: 1. The elementary principle¡¦s leadership style approximately is conformed with the transformational and transactional leadership as the principal-selecting system have been brought into force. 2. Teachers realize the principle¡¦s leadership style from many views because of differences among their educational background, sex, and function. 3. After taking the principal-selecting system effect, the elementary principle¡¦s leadership style and the school effectiveness are improving. 4. Therefore, the quality of teaching is improving better than other parts of the school effectiveness. 5. Besides, teachers respectively recognize the school effectiveness through some different basic variables. 6. In conclusion, the principle¡¦s leadership style is related positively to the school effectiveness. According to analysis of records and results of researches, the above-mentioned issues will be suggested for concern to the educational administrators, the elementary principles, and correlative researchers in the future.

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

A study of the transformational leardership by principal of junior high school,the organizational citizenship behavior of the teachers and the effectiveness of the schools in Kaohsiung County . Abstract The purpose of this study are¡G(1) to explore the current situation of therelationships among the transformational leardership by principal ofjunior high school, organizational citizenship behavior of the teachers andschool effectiveness. (2) to analyze the different viewpoints on the above threemain topics of teachers from different kinds background.(3) to explore therelationships among the transformational leardership by principal ofjunior high school, organizational citizenship behavior of the teachers andschool effectiveness. (4) to explore the prediction on school effectiveness of thetransformational leardership of principal, the organizational citizenshipbehavior of the teachers. Subjects were sampled from thirty-six junior high schools in Kaohsiung county. Five hundred forty-two copies of formal questionnaires were deliveredto the subject and there were four hundred seventy valid copies.The study toolis ¡§The questionnaire on the relationships among the transformationalleardership of principal, the organizational citizenship behavior of theteachers and school efficacy. The collected data were analyzed by using thestatistical methods of reliability descriptive statistics,T-test,one-way ANOVA,pearson product-moment correlation, canonical correlation and multipleregression(step-wise- regression procedure). According to the result of the data analysis, the main findings are as follows: 1. Teachers¡¦evaluation on the transformational leardership of principal is above nice leave. 2.The whole performance of the Kaohsiung county¡¦s junior high schoolteacher organizational citizenship behavior is good. 3.The whole performance of Kaohsiung county¡¦s junior high school effectiveness is middle-high level. 4.The male, the elder and the administrator have a higher sense of thetransformational leardership of principal. 5. The elder, the senior, the administrator sense more about the organizational citizenship behavior. 6. The male, the elder, the administrator sense more about the schooleffectiveness. 7. Transformational leardership conducted by principal enhancesbetter school effectiveness. 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 identifying oneself with the organization¡¨phase in transformationalleardership of principal and the teacher organizational citizenship behavior can best predict school efficacy. The final findings and conclusion in this research could be used as areference for sahool,board of education and researchers to promote practice in operation and future research.

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