學校文化對教師效能的影響：以我國國民小學為例

Impact of School Culture on Teacher Effectiveness: The Case of Elementary Schools in Taiwan

郭建志(Chien-Chih Kuo)；章珮瑜(Pei-Yu Chang)；鄭伯壎(Bor-Shiuan Cheng)

工作滿意 ； 教師效能 ； 組織承諾 ； 學校文化 ； commitment ； job satisfaction ； school culture ； teacher effectiveness

本土心理學研究

17期（2002 / 06 / 01）

67 - 103

繁體中文

本研究以國內四十一所公立國民小學之八百六十七位專任教師為樣本，蒐集其學校文化、教師組識承諾與工作滿意等資料，探討學校文化對教師效能之影響效果。研究結果發現，學校若具有強勢之文化，其教師之組識承諾與工作滿意度則較高；而學校之文化較薄弱時，其教師之組識承諾與工作滿意度則較低，顯示學校文化與教師效能之間，確實存在著顯著的關聯性，這樣的研究結果支持了強勢文化的論點：學校文化的塑造，可用來提昇教師對學校的承諾感及工作上的滿意感。最後，本文針對上述結果作進一步討論，並說明其在教育行政上的應用意涵。

This study investigated the impact of school culture on teacher effectiveness as measured by commitment and job satisfaction. The sample included 867 full-time teachers from 41 public elementary schools in Taiwan. The results demonstrated that school culture and teacher effectiveness were highly related. In schools with a stronger culture, teachers are more committed to the school and more satisfied with their jobs than teachers in schools with a weaker culture. Possible applications of these findings to administrative practices are offered.

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