學校組織氣氛、教師工作滿意與學校效能關係之後設分析

A Meta-analysis of the Relationship between the Organizational Climate of Schools, Teachers’Job Satisfaction, and School Efficacy

學校組織氣氛、教師工作滿意及學校效能的相關議題研究，在教育實務中長久以來備受關注，相關研究頗為豐富，基於此，本研究使用MASEM方法，探討三者之間的關係。首先，藉由後設分析方法將2001年1月至2020年12月之間的66筆研究報告進行探究，了解學校組織氣氛、教師工作滿意與學校效能之間的關係，研究結果依照Cohen（1988）之標準，發現學校組織氣氛與教師工作滿意具有高度的效果量，學校組織氣氛與學校效能具有高度效果量，教師工作滿意與學校效能之間亦具有高度效果量。其次，使用結構方程模式檢視學校組織氣氛、教師工作滿意、學校效能之間的關係，結果顯示學校組織氣氛可以透過教師工作滿意影響學校效能。最後由研究結果提出建議，供未來研究之參考。

Studies focused on a range of issues about the relationship between the organizational climate of schools, teachers’job satisfaction, and school efficacy have drawn considerable attention of educators in recent years. With an aim to add to a body of existing literature, this study conducts MASEM to explore how the three factors interplay at educational venues. First of all, this study examined a total of 66 research reports that were published between January 2001 and December 2020 using meta analysis in order to identify the relationship between the organizational climate of schools, teachers’job satisfaction, and school efficacy. According to the guidelines provided by Cohen (1988), the research findings suggest a large effect size between the following pairs of factors: the organizational climate of schools and teachers’job satisfaction, the organizational climate of schools and school efficacy, and teacher’s job satisfaction and school efficacy. Secondly, this study uses SEM models to scrutinize the relationship between the organizational climate of schools, teachers’job satisfaction and school efficacy. The research results revealed that school climate can affect its institutional efficacy through teachers’job satisfaction. Lastly this study proffers suggestions for the reference of future researchers.