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Abstract[[abstract]]本研究旨在探討學習型組織文化對教師學習與學生學習之影響。本研究所採用的研究方法為問卷調查法，共計發出1021份問卷，回收817份，有效問卷681份，回收率為66.7％，採用SPSS進行統計分析，利用平均數、標準差、平均數差異考驗、單因子變異數分析、多元?歸分析與徑路分析（Path Analysis）等統計方法，對資料進行分析，經歸納本研究分析的結果，獲致結論如下：一、國民中小學學習型組織文化對教師學習造成差異，越是正向、勇於冒險與嘗試的學 校組織文化下越有助於教師學習。二、國民中小學教師學習對學生學習結果造成差異，教師越肯定自己對於教師學習的投入，對於學生學習成果的認定就會越持肯定與鼓勵的態度。三、國民中小學學習型組織文化透過教師學習而對學生學習結果造成影響。四、服務於不同規模學校、是否擔任行政工作與不同教學年資之國民中小學教師，對於學習型組織文化評價有差異。五、國民中小學不同性別、年齡、教學年資與是否擔任行政工作，以及服務於不同規模學校之教師，對於教師學習知覺感受有差異。 根據本研究結果提出具體建議，作為國民中小學及後續相關研究之參考：一、對國民中小學的建議（一）重視學習型組織文化的營造，積極塑造開放、真誠與親切友善的組織文化。（二）鼓勵教師共同合作，創新並分享新的教學方法，建立團隊學習的信念與合作模式。（三）增加教師自主管理的機會，提供教師多元?與學校事務與決策的管道。（四）提供教師有參與規劃自己專業發展與學習進修的機會。（五）重視教師學習，以進一步促進教師對學生學習的責任感。（六）適度關切教學年資較淺、擔任教學工作之教師，提供其參與校務發展與運作的機會，促進對學習型組織文化的正面評價。（七）適度關切女性、年輕、教學年資資淺、擔任教學工作之教師，滿足其對於自主決定、受激勵與充足學習機會之需求。二、對未來研究之建議（一）建議後續研究可針對全國地區性或是城鄉性等不同學校屬性進一步深入比較探討，以了解不同屬性學校之學校組織文化對教師學習與學生學習之影響差異。（二）回顧國內研究，對於教師學習與學生學習之探討幾乎闕如，因此，建議未來研究可針對教師學習與學生學習進行深入探討。（三）本研究對於學生學習結果之評價乃是由教師主觀知覺所認定，建議後續研究不妨可再將「學生」列為研究對象之ㄧ，由學生的觀點來進行學生學習成果的認定。
[[abstract]]The purpose of this thesis is to investigate the effects of culture of learning organization on teacher learning and student learning. The research method used in this research is Questionnaire. 1021 questionnaires were distributed, 817 were collected, 681 were valid. The returned data were statistically complied and analyzed in SPSS, using mean value, standard deviation, T-test, One-Way ANOVA, Stepwise regression, and Path Analysis. The results of the analysis are as following:1.The difference made in teacher’s learning under the school organizational culture of high school and elementary school is: the more positive, adventurous, and experimenting school organizational culture are more advantageous to teacher’s learning. 2.The difference made in student’s learning according to teacher’s learning is: the more affirmative the teacher is to his or her investment of teacher’s learning, the more affirmative and encouraging attitude the teacher is to his or her student’s performance. 3.Through teacher’s learning, the school organizational culture of high school and elementary school would have influences on student’s learning. 4.Teachers serving in high schools and elementary schools of different scales, taking administrative positions or not, and having a short or long seniority would affect the evaluation of school organizational culture.5.Teachers of different sex, age, seniority, and serving the administrative jobs or not would affect the perception of teacher’s learning.According to the results and conclusions of this study, some concrete suggestions were presented to high school and elementary schools and for further relative research:A.Suggestions for high school and elementary school:1.Pay more attention to the building of school organizational culture and actively form an open, truth-worthy, and friendly learning organizational culture. 2.Encourage teachers’ cooperation, and create and share new teaching methods to build a firm conviction for learning organization. 3.Increase the opportunity for teachers’ self-management, and provide them with various chances to participate in school affaires and decision-making.4.Provide teachers with opportunity to layout plans for their professional development and continuing education.5.Emphasize on the teacher learning in order to develop their responsibility for student learning. 6.Care for teachers of short seniority, and provide them with opportunity to participate in the development of school affaires, and to appreciate the organizational culture.7.Care for teachers of female gender, of young age, and of short seniority, satisfy their needs of self-decision-making, encourage them, and fulfill them with leaning opportunity. B.Suggestions for further research:1.Focus on schools of different characteristics to further compare and investigate the various influences of school organizational culture on teacher’s learning and student’s learning in different regions.2.Research further on teacher’s learning and student’s learning for the discussion of this topic is almost none in Taiwan.3.Put students instead of teachers to be one of the research objects, and from students’ viewpoints to see their performance.