A study of the relationship among school organizational justice, organization climate and school effectiveness in junior high school of New Taipei City

本研究旨在瞭解目前國民中學教師知覺學校組織公平、組織氣氛與學校效能的現況。分析不同背景變項的國民中學教師之學校組織公平、組織氣氛與學校效能差異的情形；並探討教師知覺學校組織公平、組織氣氛與學校效能之關係以及最後探討教師知覺學校組織公平與學校組織氣氛對學校效能之預測力分析。 本研究採用問卷調查法，共計抽樣37所學校，發出555份問卷，回收413份，共有384份有效問卷，問卷有效率達93%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及多元回歸分析等統計方法加以分析與探討。 本研究結果獲致結論如下： 一、 目前新北市國民中學教師知覺學校組織公平為中高程度，以「互動公平」之知覺程度最高，「分配公平」之知覺程度最低。 二、 目前新北市國民中學教師知覺學校組織氣氛為中等程度，以「校長支持行為」之知覺程度最高，「校長干擾行為」之知覺程度最低。 三、 目前新北市國民中學教師知覺學校效能為中高程度，以「教師教學品質」之知覺程度最高，「社區公共關係」之知覺程度最低。 四、 新北市國民中學教師，因年齡、年資、現任職務以及學校規模之不同，在知覺學校組織公平有顯著差異 五、 新北市國民中學教師，因現任職務、學校規模之不同，在知覺學校組織氣氛有顯著差異 六、 新北市國民中學教師，因性別、年齡、現任職務以及學校規模之不同，在知覺學校效能有顯著差異 七、 新北市國民中學教師知覺學校組織公平、學校組織氣氛與學校效能及其各分層面，彼此具有正相關的關係。 八、 新北市國民中學教師知覺學校組織公平、學校組織氣氛對學校效能具有預測作用，以「學校組織氣氛」的預測力最佳。 最後根據本研究結果，提出具體建議，供學校校長及後續研究者之參考。The purpose of this study was to investigate the current development of school organizational justice, organization climate and school effectiveness in junior high school of new Taipei city. And to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict school effectiveness through school organizational justice and organization climate. Through the use of questionnaire survey method, data were collected from 37 junior high schools, distributing 555 questionnaires in total. Valid questionnaires of 384 were collected, with a usable rate of 93%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way-ANOVA, Pearson correlation, and multiple regression. The conclusion of this study are as follows: 1. Junior high school teacher’s perception of organizational justice is above average, in which the item “Interactional Justice” was the highest and “distributive Justice” was the lowest. 2. Junior high school teacher’s perception of organization Climate is above average, in which the item “supportive principal behaviors” was the highest and “restrictive principal behaviors” was the lowest. 3. Junior high school teacher’s perception of school effectiveness is above average, in which the item “teaching quality” was the highest and “community public relations” was the lowest. 4. There is significant difference in the junior high school teacher’s perception of organizational justice in terms of gender, years of service, position, and scale of school. 5. There is significant difference in the junior high school teacher’s perception of organization Climate in terms of position, and scale of school. 6. There is significant difference in the junior high school teacher’s perception of school effectiveness in terms of gender, ages, position, and scale of school. 7. There is a positive correlation among the school organizational justice, organization climate and school effectiveness. 8. School organizational justice and organization climate have a predictive effect on school effectiveness