a Study on Organizational Culture and School Effectiveness of Senior High Schools in Taipei

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