Study on Organizational Climate in Special Education Schools and The Influential Factors on The Teachers' Willingness To Administrative Work
| Autor: | Ni, Ming-Hsien, 倪明賢 |
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| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 The purpose of this study was to investigate the relationship between organizational climate in special education schools and the influential factors on the teachers’ willingness to administrative work. The methods of research included literature analysis and questionnaire survey. A self-designed “Organizational Climate in Special Education School and The Influential Factors on The Teachers’ Willingness to Administrative Work” questionnaire was adopted as a research tool. The samples adopted were the teachers in public special education schools in Taiwan. Among the total 304 questionnaires, 291 copies were valid and the questionnaire efficiency was 95.72%. The returned questionnaires were proceed by SPSS 19.0. Conclusions were as follows: 1.”Teachers’ intimate behavior” and “Principals’ supportive behavior” were experienced in medium-high degree. “Teachers’ collegial behavior” and “Principals’ directive behavior” were experienced in medium degree. “Principals’ restrictive behavior” and “Teachers’ disengaged behavior” were experienced in medium-low degree. 2.The types of organizational climate in special education schools were "open type" mostly, followed by "closed type", "input type", and "alienated type". 3.The factors which affected the willingness of special education schools teachers who join in administrative work were ”organization” mostly, followed by "individual" and "job". 4.Teachers’ perceptions to the organizational climate varies significantly depending on their attributes and background such as "gender", "teaching years", " the highest administrative position", "willingness to administrative work" and “scale of the school”. 5.Regarding the influential factors on teachers’ willingness to administrative work, significant differences were found depending on such teachers’ background variables as "gender", " the highest administrative position", "willingness to administrative work". 6.Regarding the influential factors on the teachers’ willingness to administrative work, there was no significant difference between different organizational climate types of special education school. 7.Positive relationship is shown between the influential factors on the teachers’ willingness to administrative work and some organizational climte such as “Principals’ supportive behavior”, “Principals’ directive behavior”, “Teachers’ collegial behavior” and ”Teachers’ intimate behavior”. 8.Positive relationship was shown between the influential factors on the teachers’ willingness to administrative work and teachers’ behavioral openness degree. 9.Some layers of organizational climate in special education schools had significant predictions toward the influential factors on the teachers’ willingness to administrative work; as a whole, “Principals’ supportive behavior” had more significant prediction toward the influential factors on the teachers’ willingness to administrative work. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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