國民中學組織氣氛與學生疏離感之關係

學校教育的總體目標，不僅在使學生習得有用的知識謀生的技能，更重要的是藉學校中社會歷程（social process）的理性運作，來培養學生健全的自我觀念與積極的求知態度，使學生在與教師、同學、課業、乃至整個學校維持良好的關係中，發展潛在能力，達成自我實現。

The main purposes of this study were to investigate first of all whether the organizational climate of the junior high school is affected by factors such as school size and location. Then， to examine whether student alienation is affected by factors such as sex， academic achievement， and socio─economic status. More specially， this study concentrated on the relationship between the types （open╱closed）of the school climate and students’ alienation. Various aspects of student alienation were tested.Forty─five junior high schools in the Taiwan Area comprised the sample of the study. There were 450 teachers and 900 students who participated in this study. Two questionnaires were used ─ ─ The Organizational Climate Description Questionnaire（OCDQ）， developed by Halpin & Croft， was administered to 10 teachers of each school to measure the climate types and its dimensions. The Pupil Attitude Questionnaire （PAQ）， developed by Kolesar， was administered to 20 students in each school to measure student alienation and its dimensions. Statistic formulas used were T─test， oneway─ANOVA， and the Pearson product─moment coefficient of correlation（r xy）. The major discoveries of the study were as follows：\r1. School size and location made a significant difference between some dimensions（hindrance， intimacy， aloofness， disengagement， production emphasis）of climate ─ ─ Small size schools were better than middle or large size schools， and country schools were better than city schools. 2. Student sex and academic achievement made a significant difference between the student sense of alienation ─ Schoolgirls were less than schoolboys， and high achievement students were less than low achievement students.3. There was no significant difference between students of different SES in the student sense of alienation， except the sense of “powerlessness”， ─ ─ upper─class students were less than lower─class students.4. The more open the junior high school climate， the less the student sense of alienation and， hence， the less meaninglessness， powerlessness， social isolation， alienation from curriculum， and alienation from school culture.