國中教師知識管理對學校效能影響之研究 The Influence of Junior High School Teachers’ Knowledge Management on School Effectiveness

Abstract

本研究旨在探討知識管理與學校效能的重要內涵與構面；並瞭解國中兼任行政職務教師的知識管理對學校效能之影響，以作為提昇學校效能之參考。本研究以台中市之公立國民中學教師兼任行政職務301 人為對象，採問卷調查方式，其研究結果如下：（一）知識管理可以分為知識的取得、知識的儲存、知識的應用、知識的分 享、知識的創新5 個構面，及25 個指標。（二）學校效能可以分為學生學習表現、教師教學品質、行政績效表現、校園環境設備、社區家長支持5 個構面，及25 個指標。（三）國中兼任行政職務教師需具備充分的知識管理能力。（四）教師教學品質是學校效能中最重要的一環。（五）國中兼任行政職務教師的知識管理對學校效能具正向影響，當國中兼任行政職務教師知覺知識管理層面越高時，愈有利於學校效能之表現。本研究建議包括（一）教育主管機關宜將知識管理能力納入評鑑項目，以增進學校效能。（二）提供軟硬體設施，建置完善的知識管理系統。（三）建構以學校本位的知識管理專業成長機制。（四）在未來研究宜加入其他潛在變項，使模式的建構更加完備。 The main purpose of the study was to explore the second-order construct of knowledge management and school effectiveness, and examine the relationships between knowledge management of administrators and school effectiveness in junior high schools. Using survey questionnaires, subjects were 301 respondents from Taichung City and data were analyzed by structural equation modeling. The results of this study include: first, there were five first-order constructs and twenty-five indicators underlying knowledge management. Second, there were five first-order constructs and twenty-five indicators underlying school effectiveness as well. Third, knowledge application was the most important first-order construct in knowledge management. Fourth, teachers’ teaching quality was the most effective first-order construct in school effectiveness. Fifth, administrators’ knowledge management can influence school effectiveness. The conclusions and suggestions are also made.

Keywords

• 知識管理
• 結構方程模式
• 學校效能
• knowledge management
• structural equation modeling
• school effectiveness