專科學校教師工作自主性、組織學習、團體凝聚力與課程與教學創新之關係研究

A Study of the Relationship among Teachers’ Task Autonomy%2C Organizational Learning%2C Group Cohesiveness%2C and Innovation of Curriculum and Teaching in the Junior Colleges

台灣現有的專科學校均由職業學校轉型而來，由於空間、設備與師資結構的 限制，因此，在學校的發展與創新多以「課程與教學」為主，根據許多文獻指出， 工作自主性、組織學習、團體凝聚力將正向影響組織創新。但這些變項是否影響 「課程與教學創新」之表現程度，以及其間的關係為何，亦尚未有相關研究加以 論述之。基於此，本研究以96 學年度全國公私立共15 所專科學校的265 位專任 教師為研究對象，旨在探討工作自主性、組織學習、團體凝聚力對「課程與教學 創新」之影響及其之間的關係。本研究結果指出：專科學校在「課程與教學創新」 的表現達中高程度；其次，「工作自主性」、「組織學習」與「團體凝聚力」均 是「課程與教學創新」的重要促動因素，且對「課程與教學創新」具有正向的預 測關係。本研究亦提出若干建議，期能提供政府與專科學校實施與改善課程與教 學創新之參考。

The existing junior colleges in Taiwan were converted from vocational high schools. Due to the limit of space， equipment， and faculty， junior colleges were adopted and taken “curriculum and teaching” as the core value in the school development and innovation. But the “innovation of in curriculum and teaching” were seldom studied. And the performance level and among the relationship of “task autonomy”， “organizational learning”， “group cohesiveness”， and “innovation of in curriculum and teaching” were no related discussed. Based on the above reasons， this paper focused on the understanding of the relationship of “task autonomy”， “organizational learning”， “group cohesiveness”， and “innovation of in curriculum and teaching” in junior colleges in Taiwan. A total of 265 full-time teachers from fifteen junior colleges in Taiwan were sampled as objects by using stratified random sampling from northern， central， southern， and eastern Taiwan. Questionnaire survey research was adopted to find the results of this study， and the rate of recovery of validity questionnaire was 60.09%. The following were the results of this study. First， “innovation of curriculum and teaching” in the junior colleges reaches the medium-high degree. Second， “task autonomy”，“organizational learning”， and “group cohesiveness” predict “innovation of curriculum and teaching” and reach the high degree of significantly positive relation with it. Thus， “task autonomy”， “organizational learning”， and “group cohesiveness” are the key motivation factors of “innovation of curriculum and teaching”. At last， this study proposes some suggestions for references in promoting the motivation of “innovation of curriculum and teaching” in the junior colleges.