A Study on the Relationship among Organizational Climate, Teachers’Knowledge Sharing and Teachers’Professional Growth in Elementary School- Taipei County as an Example

• Main Authors: Chi-Hung Shih, 石啟宏
• Other Authors: Shu-Hui Chang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/85524929427189599656

碩士 === 中原大學 === 教育研究所 === 95 === Abstract The purpose of this study is to explore the relationships among organizational climate, teachers’ knowledge sharing and teachers’ professional growth in elementary school. Subjects were sampled from public elementary schools in Taipei county. The questionnaires were administered on the network platform. The return rate was 68% and the valid sample was 462 teachers. The questionnaire was constructed into three subsets: organizational climate, teachers’ knowledge sharing and teachers’ professional growth. The statistics used in the present study were ANOVA, χ2 , multiple regression, and SEM analysis. The results were as the following: 1. The most frequent type of organizational climate was the open climate. There were middle to high level degree of teachers’ knowledge sharing and teachers’ professional growth. 2. There were significant differences in organizational climate in terms of the teachers’ demographic variables such as age, serving years, positions, and school’s size. 3. There were significant differences in teachers’ knowledge sharing in terms of the teachers’ demographic variables such as age, educational level, serving years, positions, school’s size, school’s area and school’s history. 4. There were significant differences in teachers’ professional growth in terms of the teachers’ demographic variables such as age, educational level, serving years, positions and school’s history. 5. There were significant differences in teachers’ knowledge sharing in terms of different types of organizational climate. 6. There were significant differences in teachers’ professional growth in terms of different types of organizational climate. 7. Teachers’ professional growth. could be predicted by teachers’ knowledge sharing (R2 = 0.498). 8. Teachers’ knowledge sharing had the significant mediator effect between organizational climate and teachers’ professional growth. 9. The causal path model of teachers’ knowledge sharing , organizational climate and teachers’ professional growth was validated by SEM (χ2 =91.56, p=0.3).