本研究旨在探究國民中學教師所知覺的校長知識領導、學校組織學習與學校創新經營效能之關係，根據研究結果提出建議，以做為教育行政機關、國民中學校長，以及未來相關研究之參考。
本研究以桃竹苗四縣市國民中學之教師為對象，採問卷調查法，以「國民中學校長知識領導、組織學習與學校創新經營效能問卷」進行抽樣調查，抽取 450 位教師為樣本，回收 398 份，回收率為 88.4%，以描述統計、t 考驗、單因子變異數分析、積差相關分析、多元逐步迴歸等統計方法加以分析。獲得以下結論：
ㄧ、桃竹苗四縣市國民中學整體校長知識領導現況屬良好程度，各層面以
「充實專業領導知能」最好，以「激勵學校成員學習」最差。
二、教師任教年資及教師最高學歷之變項之對於校長知識領導的知覺具有
顯著差異；教師性別、教師職別等變項無顯著差異。
三、不同學校地區、學校規模、學校歷史、校長年齡、校長在該校服務年
資、擔任校長總年資及校長學歷等學校背景變項之教師對於校長知識
領導的知覺具有顯著差異；不同校長性別變項無顯著差異。
四、桃竹苗四縣市國民中學整體組織學習現況屬良好程度，各層面以「資
訊運用」最好，以「團隊學習」最差。
五、不同教師最高學歷背景變項之教師對於學校組織學習的知覺具有顯著
差異；不同教師性別、教師職別變項無顯著差異。
六、不同學校規模、學校歷史、校長性別、校長年齡及校長學歷背景變項
對於組織學習的知覺無顯著差異；校長在該校服務年資、擔任校長總
年資等背景變項有顯著差異。
七、桃竹苗四縣市國民中學整體學校創新經營效能現況屬良好程度，各層
面以「學生表現創新效能」最好，以「行政服務創新效能」層面程度
最後。
八、不同教師任教年資、教師最高學歷變項之教師對於學校創新經營效能
的知覺具有顯著差異；不同教師性別、教師職別等變項無顯著差異。
九、不同學校地區、學校規模、校長性別、校長年齡、校長在該校服務年
資、擔任校長總年資，以及校長最高學歷等背景變項有顯著差異；不
同學校歷史背景變項之教師對於學校創新經營效能的知覺無顯著差異。
十、校長知識領導與學校創新經營效能之間具有正相關；組織學習與學校
創新經營效能之間具有正相關。
十ㄧ、校長知識領導各層面以「激勵學校成員學習」、「建立合作信任關
係」、「展現知識創新行動」對學校創新經營效能具有預測力，總解釋
變異量為 34.6%。
十二、組織學習「系統思考」、「團隊學習」、「資訊運用」及「溝通交流」
四層面對整體學校創新經營效能均具有預測力，總解釋變異量為
77.7%。
十三、校長知識領導與組織學習對學校創新經營效能之聯合預測，
共有「系統思考」、「團隊學習」、「資訊運用」、「溝通交流」、「激勵
學校成員學習」及「建立合作信任關係」六個層面對整體學校創新
經營效能具有預測力，總解釋變異量為79.5%。
最後，根據研究結果提出下列幾點建議：
ㄧ、對教育行政機關的建議
(一)規劃知識領導相關課程及訓練，加強校長知識領導能力。
(二)領導知識領導特質之校長。
(三)實質鼓勵教師兼任行政工作。
(四)辦理降低班級學生人數政策，有效紓解都會區學校壓力。
(五)提供校長更多進修與研習機會，持續增進校長領導知能
二、對國中校長的建議
(ㄧ)建立組織學習的觀念及推動共識。
(二)營造良好的學習型學校環境。
(三)激勵新進、年輕、新血輪加入行政行列：培養學習型領導人才，建立新
的領導力。
(四)發展學校特色。
三、進一步研究建議
(ㄧ)研究對象可納入不同層級。
(二)納入其他研究變項。
(三)在研究內容方面。 / The main objective of this study is to investigate the relationship among principals’ knowledge leadership, teachers’ organizational learning, and school innovative management effectiveness which
teachers perceive, and to propose suggestions based on the results, for the reference of educational
administration authorities, junior high school principals, and relevant future studies.
In this study, faculty of junior high schools in Taoyuan,、Hsinchu and Miaoli Area is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school principals’ knowledge leadership, teachers’ organizational learning, and school innovative management effectiveness questionnaire,” and randomly selects 450 teachers as samples. In a rate of 88.4%, 398 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression.
The following conclusions are obtained:
1.The present situation of principals’ change leadership is up to fine level. Among all the aspects, “enriching the professional competency” ranks to top,while”encouraging school members for learning” ranks otherwise.
2.Teachers ‘ age and higher degree perceive principals’ knowledge leadership significantly differently; while teachers of other variables such as gender, age, and service seniority show no significant difference.
3.Different school district ,、school size 、school history 、principal’ age local seniority, total seniority and education background perceive principals’ knowledge leadership significantly differently; while teachers of other variables such as gender shows no significant difference.
4.The present situation of teachers’ organizational learning is up to fine level. Among all the aspects, “information usage” ranks to the top, while “team learning” ranks otherwise.
5.Teachers of different demographic variables such as education level perceive teachers’ organizational learning significantly differently; while the variable of gender and duties shows no significant difference.
6.Teachers of different demographic variables such as school size and principals’ education level perceive teachers’ organizational commitment significantly differently; while some other variables such as school history; principals’ gender, age, local seniority, and total seniority show no significant difference.
7.The present situation of school innovative management effectiveness is up to fine level. Among all the aspects, “innovative effectiveness of pupil performance” ranks to the top, while “innovative effectiveness of administrative service” ranks otherwise.
8.Teachers different seniority and the highest degree perceive school innovative management effectiveness significantly differently; while teachers of other variables such as gender, duties show no significant difference.
9.Teachers of some demographic variables such as school district 、school size 、 principals’ gender、 age、 local seniority, total seniority and the highest degree perceive school innovative management effectiveness significantly differently; while some other variables such as school size; principals’ gender, local seniority, total seniority, and education level show no significant difference.
10.Principals’ knowledge leadership is positively related to school innovative management effectiveness; teachers’ organizational learning is also positively related to school innovative management effectiveness.
11.Principals’ knowledge leadership is most predictable for “to encourage school members learning” and “to establish the relation of trust cooperation” among all the aspects of principals’ knowledge leadership, accounting for 34.6% of total variance.
12.Teachers’ organizational learning is predictable for each aspect, including “system thinking,” “team learning,” “information usage,”and ‘communtion” accounting for 77.7% of total variance.
13.When combining principals’ knowledge leadership and teachers’ organizational learning, school innovative management effectiveness is predictable for six aspects, including “system thinking,” “team learning,” ““information usage ‘communtion” “to encourage school members learning” and “to establish the relation of trust cooperation”” accounting for 79.5% of total variance.
Finally, based on the results, the following suggestions are proposed:
1.Suggestions for educational administration authorities
(1)Arrange related courses and trainings of knowledge leadership to improve principals’ ability of knowledge leadership
(2)Lead the principals of knowledge leadership
(3)Encourage teachers to serve as administratine duties
(4)Reduce the number of classes students and solve the metropolitan area Academic pressure
(5)Provide Principals more education and learning opportunities
2. Suggestions for principals in junior high schools
（1）To establish the concept of organizational learning and the promotion of consensus
（2）To create a good learning school environment
（3）Stimulate new, young, new blood to join the executive ranks: the culture of learning leadership talent, and create a new Leadership
（4）Development of school characteristics
3.Suggestions for further studies
（1）Included different levels
（2）Increase the other variables
（3）To strengthen research content
| Identifer | oai:union.ndltd.org:CHENGCHI/G0096911012 |
| Creators | 湯秀琴, Tang , Hsiu Chin |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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