A study of the Relationship between Classroom Walk-Through and School Organizational Culture of Junior High School in Taipei City

• Main Authors: CHIAO-HAN,CHANG, 張巧函
• Other Authors: 黃乃熒
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/e4h28h

碩士 === 國立臺灣師範大學 === 教育政策與行政研究所 === 102 === This study aims to investigate the current situation between Classroom Walk-Through and school organizational culture of junior high school in Taipei City, and to compare the differences between the two factors perceived by school members with different personal variables and school environmental variables, and to explore the relation between the two factors, and to analyze the predictability of Classroom Walk-Through toward school organizational culture. The subject of this study is the complement school administrators and teachers of junior high schools in Taipei City. A survey method was adopted and with the tool of “The Questionnaire of Classroom Walk-Through and School Oranizational Culture of Junior High Schools in Taipei City”. There are 649 questionnaires which were send to 42 schools in the sampling investigation, 424 effective questionnaires were collected, and the effective returns-ratio is about 65.33 %. Further, the data analyzed by distribution, mean, standard deviation, t test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. The main conclusions of the study are as follows: 1.In Classroom Walk-Through, the school administrators and teachers both had good perception, but which still had space for improvement. 2.In Classroom Walk-Through implementing process and effectiveness, the school administrators and teachers’ perception of male, master, serving as director of schools, had attend Classroom Walk-Through and had been Classroom Walk-Through inspectors was above the average. 3.In Classroom Walk-Through implementing process, total number of class between 13 to 36 junior high schools in Taipei City was above the average; and there were no significant differences in administrators and teachers with different school background variable in Classroom Walk-Through implementing effectiveness. 4.The hierarchical school organizational culture had the highest predictability of structural “look-for” in Classroom Walk-Through implementing process and the highest predictability of improving teachers’ teaching techniques and enhancing students’ learning achievements in Classroom Walk-Through implementing effectiveness. 5.The market school organizational culture had the highest predictability of assistance of enlightenment perceived in Classroom Walk-Through implementing process and the highest predictability of sophisticating curriculum qualities in Classroom Walk-Through implementing effectiveness. 6.The clan school organizational culture had the highest predictability of informal shorten inspections and collaborative culture in Classroom Walk-Through implementing process and the highest predictability of insipring teamwork actions and enhancing students’ learning achievements in Classroom Walk-Through implementing effectiveness. 7.The adhocracy school organizational culture had the highest predictability of structural “look-for” in Classroom Walk-Through implementing process and the highest predictability of insipring teamwork actions and sophisticating curriculum qualities in Classroom Walk-Through implementing effectiveness.