| Summary: | 本研究旨在探討國民小學組織學習、組織創新與學校效能之間的關聯性。研究採用調查研究法，以新竹縣、新竹市公立國民小學教師為對象，預試階段共發出 240 份問卷，回收有效問卷為 203 份，並以項目分析、二階驗證性分析、信度分析進行研究工具之發展；正式施測階段共發出 700 份問卷，回收有效問卷 502 份，並分別以描述性統計分析、單因子單變量變異數分析、單因子多變量變異數分析、區別分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式（直接效果、中介效果、調節效果）等統計方式對回收資料進行分析。
本研究獲致以下結論：
一、國民小學組織學習量表、組織創新量表、學校效能量表之測量模式具有良好之品質。
二、「團隊學習」、「資源運用創新」與「課程教學品質」分別最能呈現組織學習、組織創新與學校效能之效果。
三、國民小學整體組織學習現況尚稱良好，就各層面而言，以「系統思考」較佳，而「團隊學習」較低。
四、國民小學整體組織創新現況尚稱良好，就各層面而言，以「課程教學創新」較佳，而「行政管理創新」較低。
五、國民小學整體學校效能現況尚稱良好，就各層面而言，以「教師工作表現」較佳，而「家長社區支持」較低。
六、「擔任職務」是影響教師知覺組織學習、組織創新與學校效能的重要背景因素。
七、「學校規模」是影響學校組織學習與學校效能的重要環境因素。
八、「學校歷史」是影響學校組織學習的重要環境因素。
九、國民小學組織學習、組織創新與學校效能彼此之間具高度正相關。
十、國民小學組織學習及組織創新可以有效預測學校效能。
十一、組織學習可以透過組織創新的中介作用，正向影響學校效能。
十二、組織創新對組織學習與學校效能之間的關係具調節作用。
十三、學校效能對組織學習與組織創新之間的關係具調節作用。
本研究分別就實務應用及未來研究兩方面提出如下建議：
一、在實務應用方面
（一）推動組織成員之團隊學習，奠定組織學習基礎。
（二）活絡各項資源運用與改善舊有行政管理弊病，促進組織之創新。
（三）重視課程教學品質，經營家長社區伙伴關係，確保學校效能之展現。
（四）設立明確的機制及目標，系統性推動組織學習。
（五）鼓勵成員勇於嘗試與改變，營造正向的創新氛圍。
（六）檢核學校效能之展現，據以修正並推動革新。
（七）提供資源以支援組織發展。
（八）形塑學校為學習型組織。
二、在未來研究方面
分別就研究對象、研究變項與研究方法等方面，對未來研究提出建議。
=== This research aims for clarifying the relationships among organizational learning, innovation and school effectiveness in the elementary schools. Questionnaire survey method is adopted. In pretest, 240 elementary-school teachers of Hsinchu County and Hsinchu City were chosen as samples and total 203 responses were collected. Item analysis, second-order confirmatory factor analysis and reliability analysis were used to accomplish the research tools and other 502 sample data were collected from700 teachers on the official test stage. Then this data base was analyzed by using description statistics, ANOVA, MANOVA, discriminant analysis, Pearson correlation, multiple regression and SEM.
13 conclusions are proposed:
1.The qualities of the measurement model of the 3 scales (organizational learning, organizational innovation and school effectiveness) are good.
2.“Team learning”, “the innovative use of resource” and “teaching quality” play the most key element in organizational learning, innovation and school effectiveness respectively.
3.The current states of elementary-school organizational learning are still good. Comparing all dimensions, “systematic thinking” is the best; “team learning” is the worst.
4.The current states of elementary-school organizational innovation are still good. Comparing all dimensions, “teaching innovation” is the best; “management innovation” is the worst.
5.The current states of elementary-school school effectiveness are still good. Comparing all dimensions, “teacher performance” is the best; “community support” is the worst.
6.The “position of teacher” is the most important background factor to affect teacher’s cognition for organizational learning, innovation and school effectiveness.
7.The “scale of school” is the most important environment factor to affect organizational learning and school effectiveness.
8.The “history of school” is the most important environment factor to affect organizational learning.
9.The relations among organizational learning, innovation and school effectiveness are highly positive correlated.
10.Elementary-school organizational learning and innovation can predict school effectiveness validly.
11.The positive effect of organizational learning on school effectiveness could be moderated by organizational innovation;
12.Organizational innovation would mediate the relation between organizational learning and school effectiveness.
13.School effectiveness would mediate the relation between organizational learning and Organizational innovation.
Furthermore, practical and academic advices are addressed in this research. On practical,
1.To promote the team learning among organization members to establish the foundation of organizational learning
2.To loose the use of resource and correct the old mistakes on management to stimulate organization innovation
3.To take the quality of teaching seriously and build up the partnership with parents and community to make sure the school effectiveness.
4.To set the clear vision and mechanism to promote organizational learning systemically.
5.To encourage members to try and change
6.To inspect the outcome of school effectiveness to correct and urge school transformation
7.To offer resource to support organization development
8.To shape school become a learning organization
On academic, this research addresses some future advices on research subject, elements and methodology.
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