臺北市國民中學組織文化與教師知識分享意願關係之研究-以自然與生活科技領域教師為例
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2009
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教育培育人才，人才決定我們的未來，處於二十一世紀知識經濟的時代，智慧資本已成為組織最重要的資產，而學校是培育人才最重要的場所，更是開發人類智慧資本的第一線。尤其在面對全球化的發展趨勢，以及無國界競爭的社會變遷下，屬於知識型組織的學校，欲塑造成為高價值、具創造力的組織，更需致力營造支持與信任的組織文化，始能透過知識分享而結合全體教師的知識和經驗，以發揮知識的價值，增進師生成就與提昇學校效能。
因此，本研究之主要目的在瞭解臺北市國民中學自然與生活科技領域教師對組織文化的知覺程度與知識分享意願，其次是不同背景之教師在組織文化知覺程度及知識分享意願上的差異性，以及學校組織文化與教師知識分享意願之間的關聯性。係以國民中學自然與生活科技領域教師爲研究對象，藉由相關文獻探討本研究之立論基礎，並以教師各種背景為基本變項，組織文化為自變項，知識分享意願為依變項而設計各施測量表，採問卷調查法進行量測，共發放300份問卷，回收之有效卷232份。經以獨立樣本t檢定、單因子變異數分析、皮爾森相關及迴歸分析方法等統計分析獲得下列幾項結論；
壹、臺北市國民中學自然與生活科技領域教師對學校組織文化知覺為中上程度，其中以「支持型文化」較高，其次是「科層型文化」、「創新型文化」。
貳、臺北市國民中學自然與生活科技領域教師知識分享意願屬中上程度，其中以「利他主義」之分享認知程度較高，其次是「互利主義」、「聲譽因素」。
參、臺北市國民中學自然與生活科技領域教師因依其專業背景、職務及所處學校性質的不同而對學校組織文化知覺程度有明顯差異。
肆、臺北市國民中學自然與生活科技領域教師因依其性別、專業背景及職務的不同而在個人知識分享意願上有明顯差異。
伍、臺北市國民中學自然與生活科技領域教師對學校組織文化知覺程度與個人知識分享意願關係具有中度正相關，其中又以「支持型文化」與「創新型文化」具有較高預測力。
最後針對教師及學校方面之精進提出建議，以供參考。
壹、在教師方面：
一、精進專業知能，提升領域專業素養。
二、拓展人際關係，開創雙贏共榮願景。
三、共創團隊精神，追求教學卓越成就。
貳、在學校方面：
一、善用領導策略，創造優質校園文化。
二、力行組織管理，發揮學校體制功能。
三、促進人際網絡，建構教學知識地圖。
Abstract Education cultivates talents, and talents will determine our future. Nowadays, in an era of knowledge economy, intelligence has become the most important asset in the organization. The school is the most important place to cultivate talents, and it is also the front line to develop human intelligence. In the face of the tendency of the global development and the social change of the competition all over the world, the school of knowledge organization should devote itself to create the organizational culture with support and trust in order to become an organization with high value and creativity. Then by means of knowledge sharing and the combination of the knowledge and experience of the whole teachers, it can develop the knowledge value and improve teachers and students’ achievements. Therefore, the research mainly aims at realizing the perception degree of the organizational culture and the willingness of knowledge sharing among the junior high school teachers in the field of science and life technology in Taipei City; next, it will also discuss the difference and relationship as above among the teachers from different backgrounds. Under the circumstances of this research, based on documents review, the teachers in the field of science and life technology are the primary objective. The background of teachers is basic variable,and the organizational culture is independent variable. The willingness of knowledge sharing is dependent variable. This research is conducted by questioners survey, totally 300 questionnaires had been delivered, and 232 of them are effective. All samples were analyzed through the ways of statistic analysis, such as Independent-Sample t test, One-way ANOVA (analysis of variance), Pereson’s Analysis of Correlation, and Regression Analysis. Some conclusions are drawn from the research. Five results had been made as follows: 1.The perception of the school organizational culture among the junior high school teachers in the field of science and life technology in Taipei City is in the high-intermediate level. The highest perception is in supportive culture, and the second one is in bureaucratic culture, and then innovative culture. 2.The willingness of knowledge sharing among the junior high school teachers in the field of science and life technology in Taipei City is in the high-intermediate level. The highest perception to sharing is altruism, and the second one is favor and the third one is credit. 3.The perception degree in school organizational culture is variable based on the difference of professional backgrounds, offices and school characteristics. 4.The willingness of personal knowledge sharing is variable based on sex, offices and professional backgrounds. 5.The connection of the perception degree of the school organizational culture and the personal knowledge sharing among the junior high school teachers in the field of science and life technology in Taipei City is medium; furthermore, supportive culture and innovative culture indicate the higher prediction power. At last, the suggestions for the improvement of teachers and schools are made for reference. Suggestion 1: For teachers, 1.To improve professional competence and enhance the equipment in the professional field. 2.To enlarge the interpersonal relationships and build the Win-Win vision. 3.To develop the team work and pursue the teaching achievement. Suggestion 2: For schools, 1.To make use of leading strategy and create the excellent school culture. 2.To utilize the organizational management and exert the function of the school system. 3.To enlarge the network of the interpersonal relationships and construct the map of the teaching knowledge
Abstract Education cultivates talents, and talents will determine our future. Nowadays, in an era of knowledge economy, intelligence has become the most important asset in the organization. The school is the most important place to cultivate talents, and it is also the front line to develop human intelligence. In the face of the tendency of the global development and the social change of the competition all over the world, the school of knowledge organization should devote itself to create the organizational culture with support and trust in order to become an organization with high value and creativity. Then by means of knowledge sharing and the combination of the knowledge and experience of the whole teachers, it can develop the knowledge value and improve teachers and students’ achievements. Therefore, the research mainly aims at realizing the perception degree of the organizational culture and the willingness of knowledge sharing among the junior high school teachers in the field of science and life technology in Taipei City; next, it will also discuss the difference and relationship as above among the teachers from different backgrounds. Under the circumstances of this research, based on documents review, the teachers in the field of science and life technology are the primary objective. The background of teachers is basic variable,and the organizational culture is independent variable. The willingness of knowledge sharing is dependent variable. This research is conducted by questioners survey, totally 300 questionnaires had been delivered, and 232 of them are effective. All samples were analyzed through the ways of statistic analysis, such as Independent-Sample t test, One-way ANOVA (analysis of variance), Pereson’s Analysis of Correlation, and Regression Analysis. Some conclusions are drawn from the research. Five results had been made as follows: 1.The perception of the school organizational culture among the junior high school teachers in the field of science and life technology in Taipei City is in the high-intermediate level. The highest perception is in supportive culture, and the second one is in bureaucratic culture, and then innovative culture. 2.The willingness of knowledge sharing among the junior high school teachers in the field of science and life technology in Taipei City is in the high-intermediate level. The highest perception to sharing is altruism, and the second one is favor and the third one is credit. 3.The perception degree in school organizational culture is variable based on the difference of professional backgrounds, offices and school characteristics. 4.The willingness of personal knowledge sharing is variable based on sex, offices and professional backgrounds. 5.The connection of the perception degree of the school organizational culture and the personal knowledge sharing among the junior high school teachers in the field of science and life technology in Taipei City is medium; furthermore, supportive culture and innovative culture indicate the higher prediction power. At last, the suggestions for the improvement of teachers and schools are made for reference. Suggestion 1: For teachers, 1.To improve professional competence and enhance the equipment in the professional field. 2.To enlarge the interpersonal relationships and build the Win-Win vision. 3.To develop the team work and pursue the teaching achievement. Suggestion 2: For schools, 1.To make use of leading strategy and create the excellent school culture. 2.To utilize the organizational management and exert the function of the school system. 3.To enlarge the network of the interpersonal relationships and construct the map of the teaching knowledge
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Keywords
國民中學, 自然與生活科技領域教師, 組織文化, 知識分享意願, junior high school, teachers in science and life technology field, organizational culture, willingness of knowledge sharing