國中特教組組織氣氛之個案研究

Abstract

本研究旨在探討某國中特教組組織氣氛，採用質性研究中的個案研究法，針對組織氣氛發展歷程與現況、校長作為與教師行為對於組織氣氛發展之關係及組織氣氛形成後對特教組後續的影響等三方面進行探究。 研究參與者為該國中特教組六名於該校任教五年以上之正式特教教師，利用兩個月進行二次的個別深度訪談以及長達九個月的參與觀察。在個別訪談的部份，採用「半結構性訪談」方法蒐集資料，並參考相關文獻與理論，事先擬定訪談大綱。由專家學者與實務教師協助審查訪談大綱後，選擇一位個案進行先導個案研究，最後修正確認正式訪談大綱內容，以便進行正式訪談。而在參與觀察部份，記錄相關非正式聚會之互動與特殊事件共計十篇的研究日誌，以及蒐集組織會議十四次的書面紀錄，以利資料相互檢證。之後，再利用開放及隱性編碼的方式進行資料處理，建立出研究主題的架構與脈絡。 本研究發現：該國中的組織氣氛類型為開放型且開放程度極高；校長作為包含其整體特殊的領導風格，且身為普通學校校長對於特教組了解層面有限，故尊重特教教師專業的實際情形與對組織業務支持的具體行動；教師行為則包含教師實際正向互動情形、職務工作分配彈性高、師生互動情形密切等，然而在親師溝通方面仍有態度分歧的情形，但組織特色建立及正向人格特質教師帶動氣氛，促使組織認同感與信心增高。另外，研究結論又再歸納出更深層的概念，包含：教師們組織氣氛覺知受到長期性與暫時性組織氣氛兩者交互流動的影響；其中校長作為與教師行為屬於長期性氣氛，而暫時性氣氛則可能受到重大事件與組織表現品質的影響。最後，根據上述結論提出相關實務及學術層面之建議。

The study aims to investigate the atmosphere of special education section in the junior high. I used a case study which is one method of qualitative research in order to help me to know about the development course and the current situation of organizational climate, the relationship between principal and teachers’ behaviors for the development of organizational climate. Furthermore, I’d also like to know the follow-up impact to special education section when the atmosphere formed. Participants are six special education teachers, who taught more than five years at the school. I did twice individual interviews in two months, and participated in the group up to nine months. In the part of observation, I took ten research notes and collected fourteen written records of meetings to verify the data, and then I used the process of coding to categorize the data to build the structure of research topics. The results of the study as following: first, the openness of organizational climate which is very high; second, the principal has special leadership style overall and the limited knowledge of special education so that she respects special education teachers’ profession and gives a lot of supports by specific action. Moreover, the teachers interact well, so they always help each other. Also, the relationship is intimate between teachers and students. However, the teachers still have somehow different attitudes in parent-teacher communication. In the end, the teachers creating the features of section and some of them having positive personality traits can enhance their organizational identities and confidence. In conclusion, the interaction between long-term organizational climate and temporary organizational climate influences the feelings of teachers. Long-term organizational climate includes the behaviors of the principal and the teachers; on the contrary, important events and the performance of organization belong to temporary organizational climate. According to these findings, I make some suggestions for the school staffs and the academic domain.