台灣地區特殊教育學校組織氣氛與教師效能之研究

Abstract

本研究旨在探討特殊教育學校組織氣氛與教師效能之相關。研究透過文獻分析、問卷調查等方法，以自編「特殊教育學校組織氣氛與教師效能」問卷為研究工具，進行調查。研究對象為台灣地區特殊教育學校教職員工，採立意取樣，共發放569份問卷，有效問卷為501份，問卷回收可用率為88%。將所回收之問卷以SPSS12.0版軟體進行處理，研究發現為： 壹、特教學校組織氣氛類型以「封閉型」居多、「開放型」次之，其次為「投入型」，最末為「疏離型」。 貳、不同教育類別及地區特殊教育學校，在組織氣氛量表的得分上有顯著差異。 參、不同背景變項教師在組織氣氛上的差異。 1.「性別」、「年齡」、「服務年資」、「職務」等變項在組織氣氛的得分，除部分層面有差異外，其餘並無顯著差異。 2.不同特教背景之教師在組織氣氛各層面知覺上並無顯著差異。 肆、不同背景變項及組織氣氛類型的教師其教學效能上具有顯著差異。 1. 「年齡」、「服務年資」、「職務」、「特教背景」等教師背景變項在組織氣氛的得分，除部分層面有差異外，其餘並無顯著差異。 2.「性別」、「職務」的特殊教育學校教師，在教師效能各層面及整體教師效能均無顯著差異。 3.不同組織氣氛類型在教師效能各層面及整體教師效能部分，皆達顯著差異。 伍、特教學校「組織氣氛」與「教師效能」二者有顯著相關。 陸、特殊教育學校組織氣氛對教師效能有顯著預測力。 關鍵字：特殊教育學校、組織氣氛、教師效能Abstract

The purpose of this study was to investigate the relationships between special education school organizational climate and teachers’ efficacy. The methods of research included literature analysis and questionnaire survey. The self-designed questionnaire "Special Education School Organizational Climate And Teachers’ Efficacy" is used as a research tool to conduct the investigation. The samples adopted purposively were the teaching staff in special education schools in Taiwan. Among the total of 569 questionnaires, 501 (or 88%) were effective. The returned questionnaire were processed by the SPSS12.0 version of the software. Conclusions were as follows: 1. The types of organizational climate in special education schools are "closed" mostly, followed by "open", "input type", and "alienated type." 2. There were significant differences in the organizational climate scale scores between among different types of education and district of special education schools 3. Significant differences in the organizational climate are found in such teachers background variables as "Gender", "age", "service", and "duties" , whereas the others are not significant. There are no significant differences in perception between across different backgrounds of special education teachers at all levels in the organizational climate, 4. Different backgrounds, organizational climate variables and types of teachers on their teaching performance achieve significance in terms of organizational climate. (1) No difference is found in "Age", "service", "post", or "special education backgrounds." (2) With regard to "gender", "duties" of the special education school teachers, there were no significant differences in the teachers’ efficacy and the overall performance of teachers at all levels. (3) The atmosphere of different types of organizations at all levels in teacher efficacy and the overall performance of some teachers had significant differences. 5. Special education schools "organizational climate" and "teacher efficacy" are significantly related to each other. 6. The atmosphere of the special education school has a significant prediction toward teachers’ efficacy.

Keyword: Special education schools, organizational climate, teacher efficacy