學習型學校理論在國民小學行政策略上應用之調查研究

• Main Author: 蔡佩娟
• Other Authors: 李茂能
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/20479822879531670790

碩士 === 國立嘉義大學 === 國民教育研究所 === 92 === A Study of Learning-School Theory Applied to Elementary Schools Administration Tsai, Pei-Jen Graduate Institute of Elementary and Secondary Education, National Chiayi University Abstract The main purpose of this study was to explore the concept of learning schools, the feasible strategies of its application to elementary school administration, and educational personal’s perception of its implementation, and in elementary schools. To achieve the aims mentioned above, the study was conducted the literature analysis through questionnaire survey . In order to gather related data and information, it is followed by sending out one self-made questionnaire titled “An Implementation of Learning -school Strategies”. The questionnaires were mailed to educational personal of Public elementary schools in Kaohsiung County. 260 valid questionnaires were collected. The data were analized using factor analysis, reliability analysis, descriptive statistics, T- test, Pearsons’ product-moment correlation analysis, and ANOVA. The conclusions were as follows: 1.There were no significant sexual differences in teachers’ system thinking, mental models, but there were significant differences in personal mastery, shared vision, team learning . 2. In terms of working years, there were no significant differences found in teachers’ system thinking, mental models, team learning, but there were significant differences found in personal mastery, shared vision.. 3. In terms of position, there were no significant differences found in teachers’ mental models, team learning, shared vision, but there were significant differences found in system thinking, personal mastery. 4. In terms of education attainment, there were no significant differences found in teachers’ mental models, personal mastery, shared vision, team learning, but there were significant differences in system thinking 5. In terms of school environment , there were no significant differences found in teachers’ system thinking, personal mastery, mental models, shared vision, and team learning. Finally, some concrete suggestions are proposed for educational institutes, elementary school administration, & future studies.