The Study on the Relationship between Organizational Climate and Curriculum Innovation on Professional Status in Elementary School

• Main Author: 廖麗君
• Other Authors: 謝寶梅
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/78205226079659755430

碩士 === 臺中師範學院 === 國民教育研究所 === 90 === This study examined the influence of school organizational climate and curriculum innovation on professional status of elementary school teachers. The subjects were 1020 teachers from 80 elementary schools selected by cluster sampling in Tai-Chung County. The questionnaire contained questions relative to teachers’ attitudes toward their school organizational climate and curriculum innovation. 731 completed questionnaires which received from 751 subjects are valid (response rate, 71.67%). The results of this study are: (1) Respondents show higher perception on the degree of open organizational climate in their schools. (2) Respondents can almost meet the requirements of curriculum innovation on professional status of elementary school teachers. (3) Respondents show different perceptions on organizational climate due to the differences of sex, age, working years, the positions they hold, and the scale of their schools, but few different perceptions on organizational climate due to the differences of educational background and the location of the school. (4) Respondents show divergent perceptions about curriculum innovation on professional status due to the differences of sex, age, working years, educational background, and the positions they hold, but few divergent perceptions about curriculum innovation on professional status due to the differences of the scale and the location of the school. (5) There is a positive relationship between the open degree of organizational climate and curriculum innovation on professional status. (6) The following factors show positive correlations with all aspects of professional status of elementary school teacher, they were: collegial behavior of teachers, supportive behavior of principals, and intimate behavior of teachers. However, restrictive behaviors of principals, directive behaviors of principals, and disengaged behaviors of teachers show negative correlations with all aspects of professional status of elementary school teachers. The conclusion is drawn based on the previous findings; some suggestions for educational administrations, teachers and principals of elementary schools, as well as future studies are as follows: Suggestions for educational administrations:(1) Organize a “principal-growing up” team, and assist principals in being open-minded. (2) Quarter a teaching-counseling institution, and assist teachers in professional developments. Suggestions for principals of elementary schools: (1) Manage a team in an open-minded way, and run an open organizational climate. (2) Create an open communicative channel, and make messages and opinions heard. (3) Know what teachers want, and assist them in difficulties on teaching and working. (4) Encourage teachers to organize the teaching teams to enhance their collegial behaviors. Suggestions for teachers’ further study: (1) Emphasize both theories and practices. (2) Utilize the resources of schools and communities. (3) Grouping teachers according to teaching teams is a proper way. Suggestions for future studies: (1) Choose the relevant factors more completely. (2) Add other research approaches. (3)Broaden categories of research targets.