教師知識慣性、學校組織學習與學校效能關係之研究：以高雄市國小為例

The purpose of this study is to investigate the status of teachers' knowledge inertia, organizational learning and school effectiveness in elementary schools and analyze the relationships. The subjects included 558 teachers from public schools in Kaohsiung City. All collected data were analyzed with descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, Canonical analysis, and multiple stepwise regression analysis.According to the results of the data analysis, the main findings are listed as follows:1. The teachers of elementary schools in Kaohsiung city perceived lower levels of teachers' knowledge inertia, especially in ”experience inertia”. With regard to school organizational learning and school effectiveness, they report ”team learning” with highest performance and ”teachers' teaching quality” with highest effectiveness.2. There was low correlation between teachers' knowledge inertia and organizational learning.3. There was low correlation between teachers' knowledge inertia and school effectiveness.4. The more positive function school organizational learning demonstrated, the better performance of school effectiveness promoted.5. Teachers' knowledge inertia and school organizational learning could predict the performance of school effectiveness, in which ”knowledge expansion and transfer” is the most important predictor.