A Study on Supportive Management for Innovation and Innovation Climate of Elementary Schools in Taipei County

• Main Authors: Hsin-yi Yao, 姚欣宜
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/90121615359464305174

碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 93 === The purpose of this research is to explore the current situation and relationship of the Supportive Management for innovation and innovation climate of elementary schools in Taipei county .Based on the findings proposed the concrete suggestion, will provide the educational administration institution, the school administration leader, the futurology as well as the school management for the promotion of school innovation. Questionnaire survey and multistage sampling was used as the methods of this research. The sampling principle was first operated by the stratified random sampling way, which the sample schools were selected randomly according to the school scale. Afterwards, teachers from these sample schools were selected randomly by the simple random sampling way to fill the questionnaires. Altogether there were 55 public primary schools, 794 teachers drawn out in Taipei County, 794 questionnaires have been sent out. There were 617 questionnaires have been returned. Simultaneously 599 of them were valid. the questionnaire returns-ratio was 77.7. The investigative tool was a questionnaire with a title named "the Supportive Management for innovation and innovation climate of elementary schools." The contents of this questionnaire included basic data, Support for innovation Management scale, innovation climate of school scale. The data were analyzed by t-test, one-way ANOVA, Pearsons product-moment correlation, and multiple stepwise regression analysis. The conclusion of this research is as following: First, the whole consciousness degree about supportive management for innovation of Taipei county national elementary schools is high. In this case, "the leadership inspiration" has achieved the highest displays; "the supplied resource" is insufficient. Second, the consciousness degree of the supportive management for innovation of principals, division directors, seniors and the old teachers are higher than teachers who are young, as a class teacher, and who graduate from the pedagogical system university and the normal university. Third, the small-scale (below 12 classes)schools, schools located in remote districts, and the historical glorious schools have higher degree of supportive management for innovation than the medium- scale, large-scale and extra large scale (above 100 classes) schools, schools located in city and newly established schools. Fourth, the innovation climate of national elementary schools displays in high degree with various stratification planes, different incumbent duties. Highest school record, service period of service member suppose school innovation climate for highly degree. However, the school members who have different individual attribute feel the school innovation climate not to reveal significant difference. Fifth, elementary schools which are especially small-scale(below 12 classes), located in the remote districts and established above 30 years have higher innovation climate than schools in other types. Sixth, the elementary schools with different supportive managements for innovation degree (high-level, middle-level, low-level) display significant difference of school innovation climate. The correlation is highest in "the organization characteristic encouragement" dimension, and is moderate in "the interpersonal interaction support" dimension. Seventh, there is highly correlation between the whole supportive management for innovation of school and the innovation climate of school, including team support, organization learning and culture building .In addition, the lowest correlation to the innovation climate of school is "leadership inspiration" dimension. Eighth, the "supportive management for innovation of school" induced to the "innovation climate of school". In particular, " team support", "organization learning" and "culture building" dimensions were found as being within higher predictive efficacy to the" self- innovation strives", "the knowledge share cooperation", and "the organization characteristic encouragement" dimensions. Based on the findings, several conclusions and recommendations were made for governmental authorities, principals of elementary schools, schools and further researchers： First, the suggestions to educational governmental authorities： 1. Properly control the scale of the school in order to improve the supportive management innovation. 2. Combine related innovational curriculum including innovational management for schools and creativity-stimulating course in Principal’s training and the career development curriculum. 3. Set a budget to encourage innovation and creativity, put the school-based budget into practice. 4. Build up the encouragement system to inspire schools and teachers willing to innovate positively. 5. Encourage various schools to establish partnership. 6. Encourages various schools to reform for the learning organization. Second, the suggestions to the management of the elementary schools： 1. Visions and goals of school have to be integrated the ambition for innovation and creativity. 2. Encourage team learning, knowledge community interacting to promote knowledge shareing and improving mental models. 3. Establish the channel of knowledge shareing and extending to promote knowledge innovation. 4. Improve communicating and dialoguing between teachers and the administrative teams 5. Develop human resources strategy of various stages of teaching profession for teachers. Third, the suggestions to the leads of the principals 1. The leader should assist the members to innovate 2. Principals should concern about young teachers and novices. 3. Principals should devote to building creative teamwork to promote the integration and the cooperation of the school administration and the teaching department.