國民中學組織結構與組織氣氛關係之研究

過去教育行政以解釋教育法令及靜態的制度分析為主，到了一九五０年代教育行政才一面吸收社會學、社會心理學、管理心理學、政治學、經濟學等基本學科的知識概念，一面借用行為科學的研究方法，使教育行政從原先的觀察和實地研究轉向專門知識和理論的研究，隨著科學化「教育行政學」的建立，教育行政的研究重點也從靜態的法令解釋及制度介紹，趨向於如何利用科學方法來闡明行政人員的行為，並進而建立理論的動態分析。

The problem of this study was to investigate the relationship between the degree of bureaucratic structure and the Organizational Climate of selected junior high schools in Taiwan District.The method of this study is survey approach， 489 teachers as samples by stratified random sampling. The measurement instrument called the “Junior High School Organizational Structure Inventory” was used to identify the degree of bureaucractic variables found within organizational structure. The Inventory has the following six dimensions — specialization， standardization， formalization centralization and traditionalism. The “Organizational Climate Description Questionnaire（QCDQ） created by Andrew Halpin and Don Croft was used to determine openness of climate of forty—four junior high schools. As a result of analysis of data collected in this study， the following conclusions were made.：\r1. There were some significant differences of the operation of organizational structure among the different communities and size of junior high school.2. There were some significant differences of the degree of openness of climate among the different communities and size of junior high school， but not some personal attributes， including sexes， years of service， ages， task， and education background.3. There was significant correlation between the dimensions of school organizational structure and the dimensions of Organization climate.4. There were significant correlation between the dimensions of organizational structure and the degree of openness of the school organizational climate.5. The five dimensions of organizational structure can predict about 63.5% of the total variate in the degree of openness of school organizational climate.Based upon the above findings， the author make some suggestions for educational administrators， teacher and principals of junior high schools.1. Assigning subjects by teachers professional training and made “teaching” normalization.2. Imposing responsibilities and rights upon organization members， and increasing them autonomy.3. Emphasizing educational practices and reducing the formal affairs.4. Increasing the channels of communication among teachers， Administrators and principals and let teachers have opportunities to participate the school policies.5. Promoting teachers’ professional training.6. Increasing the finance of education and establishing the middle and small size of junior high school.7. Guiding the junior high school principal to recognize the importance of operation of organizational structure.