驅動學校組織學習的因素分析

ඒߛઔߒႃע

ร؄Լ԰ᙀร؄ཚʳ 2003 ڣ 12 ִʳ ଄ 153-189

៮ଢ଼ᏰਮಢᙑᏰಬޟӰશϷݙ

ᖭಏ࣎^*! ٓؑᕄ^**! ᇞᆋߡ^***! ઻قኃ^****! ఙ࿝㊲^*****

ဢ ! ࡌ

ءઔߒؾऱڇ൶ಘᖂீิ៣ᖂ฾ऱᦀ೯ڂైΔઔߒ࿨࣠ױא᧭ᢞءઔߒհ෻

ᓵਮዌΔٵழګ੡آࠐ৬ዌᖂ฾ীิ៣ਐᑑΔא֗ഛಝᖂ฾ীᏆᖄԳऱഗ៕Ζጵ ٽءઔߒၦ֏ፖᔆ֏։࣫ऱ࿨࣠ፖಘᓵΔូ౏נאՀऱ࿨ᓵΚ

ԫΕ؆ڇᛩቼ༼ࠎᖂீᏆᖄԳԫଡቔᚐิ៣ᖂ฾ऱ೯ᖲࠐᄭΖլመ໢ᔾ؆ڇ ᛩቼऱࠨᖿΔࠀլ౨ࠌิ៣ขس਍ᥛऱᖂ฾Ζ

ԲΕᛩቼڂైխऱਙ࿜ڂైআၞԱᖂீิ៣ᖂ฾Δ֠ࠡਢ՛ิֱڤऱᖂ฾Ζ ԿΕᖂீփຝڂైթਢআ೯ิ៣ᖂ฾ፖޏ᧢່ᣂ᝶ऱڂైΖ

؄Εᖂீீ९ঞਢඔ೯ิ៣ᖂ฾ፖ࿨່࣠ڶᐙ᥼ऱԳढΖ նΕீ९ך։ܓشٺጟิ៣ᖂ฾࿜ฃࠐআၞิ៣ᖂ฾Ζ քΕิ៣ᖂ฾ऱ࿨࣠Δขس๺ڍડధ࿨ዌૻࠫऱ೚ऄΖ

ԮΕءઔߒհᄗ࢚ਮዌਐ֧ᖂீิ៣ᖂ฾ऱ࿜ฃΖՈਢ৬ዌᖂ฾ীิ៣ਐᑑ հഗ៕Ζ

ᜢᗖӷǺಔᙃᏢಞǵᏢਠǵሦᏤ

*ύ҅εᏢԋΓϷᝩុ௲ػᏢس௲௤

**३ෝύЎεᏢ௲ػࡹ฼ᆶՉࡹᏢسᖱ০௲௤

***ᆵ᡼ৣጄεᏢ௲ػᏢس௲௤

****ᆵ᡼ৣጄεᏢ௲ػᏢس௲௤

*****ᆵܿεᏢ௲ػᏢسୋ௲௤

ႝηແҹࣁǺaduhcw@ccunix.ccu.edu.tw

׫ዺВයǺ2003 ԃ 4 Д 28 Вǹ௦ҔВයǺ2003 ԃ 11 Д 14 В

Bulletin of Educational Research

December, 2003, Vol. 49 No. 4 pp.153-189

Analysis of the Factors that Drive Organizational Learning in Schools

H. C. P. Wei*! Y. L. Jack Lam**! H. L. W. Pan***

M. F. D. Chang****! C. M. Marshall Chan*****

A b s t r a c t

The purpose of this study is to analyze the factors that drive schools to become learn- ing organizations and to describe the characteristics of such organizations. The methodol- ogy used in this study includes both quantitative and qualitative approaches, and the data were collected through a survey consisting of four components and a structured interview following the survey. The sample comprised 51 primary and 37 secondary schools. The results show that the external environment, including political factors, provides an incentive for organizational change. However, environmental stimuli were not the dominant forces that bring about continuing organizational learning. The internal conditions of schools, such as transformative leadership, positive school cultures, and supportive structures, are the most critical elements in promoting organizational change, irrespective of the type and na- ture of schools or individual background factors. In conclusion, it is the school leaders, through their voluntary choices, who bring about organizational change.

Keywords: organizational learning, schools, transformative leadership

*Professor, Department of Adult and Continuing Education, National Chung Cheng University

**Chain Professor, Department of Educational Administration and Policy, The Chinese University of Hong Kong

***Professor, Department of Education, National Taiwan Normal University

****Professor, Department of Education, National Taiwan Normal University

*****Associate Professor, Department of Elementary Education, National Taitung Teachers’ College E-mail: aduhcw@ccunix.ccu.edu.tw

Manuscript received: Apr. 28, 2003; Accepted: Nov. 14, 2003

ಥăࡁտࡦഀᄃϫ۞

ᖂ฾ীิ៣๯ᥩ੡ਢ 20 ׈ધ່ڶᐙ᥼Ժऱิ៣ীኪΔᖂ฾ীิ៣ऱ৬ዌΔ៶ ထቔᚐଡԳᖂ฾֗ቸ᧯ऱᖂ฾Δࠌ୉ՠᎁवຘመ٥ٵٽ܂Δהଚױא໌ທޓړऱ ګ࣠Ζᖂ฾ীิ៣ൎᓳᖂ฾Εޏ᧢Ε᠏֏ፖ౨Ժ৬مऱᖂ฾መ࿓֗ګ࣠ΰArgyris &

Schon, 1978; Marquardt, 1996; Watkins & Marscik, 1993αΔຍଡભᣝऱᣋནܮ֧Աྤ

ᑇಳޣิ៣᠏ীऱጥ෻ၸᐋհࣹრΖᖂ฾ীิ៣෻࢚ᄭದ࣍ Peter Senge ࣍ 1990 ڣנठπรնႈଥᒭρԫ஼Δຘመጥ෻᥽ംፖᖂ๬੺ऱႚᐾ֗ංᐖΔ،բᆖګ੡

20׈ધأլױ࢙ီऱԫጟิ៣࿇୶ֱூΖၞԵᄅ׈ધΔิ៣ࢬ૿ኙऱᛩቼլᒔࡳ

ࢤޓ೏Δᖂ฾ਢةᥛسژऱഗءයٙհॾ࢚Ո٦ڻऱ๯ൎᓳΖᖂ฾ীิ៣෻࢚ᝑ ߒψటإऱᖂ฾ωհ࿇سΔսྥਢᄅ׈ધิ៣ጥ෻ऱ᧩ᖂΖ

؀᨜چ೴ၲࡨ٤૿ං೯ᖂ฾ীิ៣෻࢚ऱழཚΔ૞ᄩ۞ 1997 ڣΔඒߛຝֆؒ

ᝬٻᖂ฾षᄎػؼ஼Δࠠ᧯৙ق۩೯ૠ྽Δࠀࡡಜᖂ๬੺࣍ 1998 ڣڇቯᆠᗼᄅཽ

ष೴ං೯ᖂ฾षᄎኔ᧭۩೯ֱூΔױאᎅਢଈ৫ނᖂ฾ীิ៣ऱᄗ࢚ᚨشڇ୮அ

ิ៣հଡூΰᠿ༡ୠΔ1999αΖ1998 ڣ৵ط࣍୮அඒߛઔߒፖࣚ೭խ֨ऱףԵΔ ᖂ฾ী୮அऱઔߒፖංᐖ੒೯ՈڂڼყࠐყڍΔګ੡ૹ૞ऱਙ࿜ኔਜֱூΖᖂ฾

ীิ៣ڇٞᄐ੺֗ࠡ،ॺᛜܓิ៣Ꮖ഑ऱኔᔌΔঞאඒߛຝڇ 1999 ڣࠩ 2001 ڣ հၴΔࡡಜᖂ๬ᖲዌ֗اၴิ៣٤૿ං೯ᖂ฾ิ៣റூ֗۩೯ઔߒᐙ᥼່ՕΔઌ ᣂऱറூઔߒ֗ᓵ֮࿇।Ոຟਢࡨ࣍ຍଡၸ੄ΰ઺ኄᣓΕᠿ༡ୠΔ2000ΙᄘոኂΕ ۦ࣑ᅗΔ2001ΙᓐߐભΕᄘഏᐚΔ2001αΖ1980 ڣזאࠐԫंԾԫंऱඒߛޏ଀

۩೯Δࠌ൓ᖂீய౨ፖޏၞऱઔߒ਍ᥛ࠹ࠩૹီΔSange ࣍ 2000 ڣԾנठπᖂ฾

ীᖂீρԫ஼֧ದඒߛઔߒृኙᖂ฾ীิ៣ऱࣹრΔઌᣂऱઔߒፖᓵ૪Ծലᖂ฾

ীิ៣ऱ෻࢚ൕٞᄐ੺ංᐖࠩᖂீΔګ੡൶ಘᖂீய౨ޏ࿳ऱ׼ԫጟຜஉΰܦ堚

՞Δ1991Ι఻ኄᆢΔ1999Ι്ࣔᔕΔ1999ΙᑰᐝੳΔ1999Ιᑰᐝੳ׌ᒳΔ2002αΖ ᖂ฾ীᖂீڇ؀᨜چ೴ऱኔᔌΔೈԱ֟ᑇਢ᥆࣍ᖂீ۞࿇ࢤऱޏ࿳ֱூհ

؆Δ࿝ृ࣍ 1999 ڣࠩ 2001 ڣ೶ፖഏઝᄎᖂீ଀ᄅհઔߒᖞٽীૠ྽Δམᆖאᖂ

฾ীิ៣෻ᓵ੡ഗ៕Δڇᖂீඒߛ෼໱ၞ۩ઔߒΔط࣍ຍଡᖞٽীૠ྽ऱၞ۩Δ ຝ։ऱઔߒګ୉ڶᖲᄎፖଉཽխ֮Օᖂᝑஆඒ඄ࣥࢣ៖ٽ܂ၞ۩ิ៣ᖂ฾ሀഏֺ

ለઔߒ¹ΔຍਢڇڼԫઔߒᏆ഑փֺለՕ๵ᑓऱኔᢞઔߒΖᇠઔߒൕิ៣ᖂ฾ऱߡ ৫ࠐ൶ಘᐙ᥼؀᨜چ೴ᖂீิ៣ᖂ฾ऱڂైΔངߢհΔߒຶਢ؆ڇᛩቼڂైΰڕΚ ਙएΕᆖᛎΕषᄎΕ֮֏࿛ᐋ૿αࢨᖂீփڇᛩቼڂైΰڕΚᏆᖄΕ֮֏ፖ࿨ዌ

࿛ᐋ૿αࢨृਢิ៣ऱ౧࿮ڂైΰڕΚᖂீહནࢨඒஃહནαඔ೯ิ៣ऱᖂ฾༛

ᛩࡋΛิ៣ᖂ฾ऱመ࿓ፖ࿨࣠Ծڕ۶ࡋΛ

Ղ૪ၦ֏ઔߒऱ࿨࣠࿇෼আ೯ิ៣ᖂ฾ፖޏ᧢ऱᣂ᝶׌૞ਢᖂீփຝڂైץ ਔΚ᠏ীᏆᖄΕإٻऱᖂீ֮֏ፖ֭਍ࢤऱิ៣࿨ዌΖਙएΕषᄎ࿛؆ڇᛩቼڂ

ై׽ਢފዝԱቔᚐᖂீၞ۩ิ៣ᖂ฾ऱԫଡ೯ᖲࠐᄭۖբΔԫଡᖂீਢܡ౨టإ

ၲࡨၞ۩ิ៣ᖂ฾Δ່ڶᐙ᥼ԺऱԳᝫਢீ९Ζءઔߒڇၦ֏ઔߒհ৵Δઔߒ՛

ิԾಾኙิ៣ᖂ฾൓։ለ೏ऱீ९٥ԲԼۯၞ۩๶ᓫΔ๶ᓫംᠲٵᑌਢൕᛩቼऱ ᐙ᥼Εᖂீփຝൣउא֗ᖂீิ៣ᖂ฾Կଡᐋ૿ࠐᛵᇞீ९ऱᨠរΖ

ء֮אՂ૪ሀഏઔߒ੡ഗ៕Δؾऱݦඨൕၦ֏ፖᔆࢤઔߒऱ࿨࣠Δࢼ࿭ଷᢁ ࠐ։࣫ᖂீิ៣ᖂ฾ऱᦀ೯ڂైΔຍଡၸ੄ऱઔߒ࿨࣠ױא᧭ᢞءઔߒհ෻ᓵਮ ዌΔٵழګ੡آࠐ৬ዌᖂ฾ীิ៣ਐᑑΔא֗ഛಝᖂ฾ীᏆᖄԳऱഗ៕Ζ

෮ă͛ᚥଣ੅

षᄎઝᖂऱઔߒ۞ 1960 ڣזದΔၞԵԱᖞٽ෻ᓵழཚࢨᘯߓอ෻ᓵழཚऱઔ ߒࠢᒤΖٺጟߓอ෻ᓵխא Ludwig Von Bertalanffy ࢬ໌Δشࠐᇞᤩسढ෼ွऱԫ

౳ߓอ෻ᓵ੡ഗ៕Δᆖط Kenneth E Boulding ಾኙߓอᐋڻऱᇭᤩۖףא࿇ཆ٠ ՕΰKast & Rosenzweig, 1985αΖߓอ෻ᓵխΔດዬ࠹ࠩૹီऱ੡ᛩቼߓอ෻ᓵࢨ

ၲ࣋ߓอ෻ᓵΔ،ൎᓳิ៣ፖ؆ڇᛩቼࠠڶյ೯ऱᣂএۖ׊࢖ڼᐙ᥼ΖڂڼΔڇ ઔߒิ៣ፖጥ෻ംᠲழΔؘႊࣹრᛩቼߓอխऱڂైڕΚ֮֏ᛩቼΕઝݾᛩቼΕ

1 ୖᆶԜ΋ࣴزޑ୯ৎхࡴǺѠ᡼ǵ३ෝǵу৾εǵᐞࢪǶୢڔፓࢗޑҞޑӧڐշਠߏک௲ৣ

຾Չຑ՗ǴаᕕှдॺჹܭԾρޑᏢਠय़ჹᕉნᡂᎂਔޑ߄౜ϐᢀགǶᕴीฝЬ࡭Γࣁ३ෝ

ύЎεᏢ௲ػՉࡹᆶࡹ฼Ꮲسᖱ০௲௤ঋسЬҺ݅܃ᘶȐY. L. Jack LamȑǴѠ᡼Ӧ୔ޑीฝ Ь࡭ΓࣁѠ᡼ৣε௲ػس௲௤ዐች࣓Ƕ

ਙएᛩቼΕԳՑ௽ᔆΕषᄎᛩቼΕᆖᛎᛩቼ࿛Ζឈྥኙ࣍ᖂீ؆ڇᛩቼऱൎᓳբ ᆖլਢչᏖᄅធऱࠃΔ܀ਢᖂீิ៣ፖࠡՕᛩቼऱᣂএ֗ࠡࢬ࠹ࠩऱᐙ᥼Δথԫ ऴ๯܅۷ΰLam, Wei, Pan, Chan, 2002αΖ

ጵᨠඒߛ۩ਙઌᣂઔߒΔױא࿇෼ᖂீ؆ڇᛩቼբᆖขس৺ຒऱ᧢֏Δᖂீ

ऱءᔆۿ׏Ոڇດዬ๯ૹᄅীႿխΔᖂீբᆖൕՕ୮ᑵ฾ऱᖲዌᛩቼ᠏᧢ګ෗႖ ऱٚ೭ᛩቼΔࠏڕΚၲ࣋ඒߛΕଡܑ֏ඒᖂΕڶய౨ᖂீΕᖂீءۯΕඒஃߡۥ ૹᄅࡳۯא֗ᖂீૹᖞ࿛ΰᑰᐝੳ׌ᒳΔ2002ΙHoy & Miskel, 2001Ι Lam & Pang, 2002αΖط२ڣࠐ٣ၞഏ୮ඒߛޏ଀ऱਙ࿜ᨠհΔ׌૞ऱޏ଀ᤜᠲץਔΚຂٚऱ༼

ࣙΔޓᣤ௑ऱ૞ޣΙய෷ΕขၦፖᜎயΙؑ໱ԺၦΙ׀ئᖲᄎΙ௅ᖕګய։಻ᇷ ᄭΙய౨ፖᤁञԺऱေၦᑑᄷΙຘࣔ֏ፖֆ٥ᜎயΙᦞԺؓᘝΙՂ૪ຍࠄᤜᠲף

෡Աิ៣ፖ؆ڇᛩቼၴऱጹ്ᣂএΔڂڼΔ૰ࠌᖂீ૞ၲࡨ༈ބࠀ׊৬مፖᛩቼ հၴᄅऱᣂএীኪΔݦඨ౨྇܅ࠟृլԫીऱൣݮΖ

׈੺׌૞ഏ୮࣍ 1980 ڣזאࠐᘋದऱඒߛޏ଀ሎ೯Δኙ࣍؀᨜ऱඒߛਙ࿜Ո ขسઌᅝऱᐙ᥼Δ௽ܑਢ۞ 1987 ڣᇞᣤհ৵Δඒߛޏ଀۩೯ޓਢᓒড࿇୶Δޏ଀

ऱྡྷរץਔΚװ๵ය֏Εᓿᦞᏺ౨Ε۞طࢵسΕ՛ఄ՛ீΕඒઝ஼ၲ࣋ፖᓰ࿓ޏ

଀࿛Ζط࣍ᖂீᛩቼٻࠐਢ᡹ࡳፖڜᙩऱΔඒޏֱூࢬທګऱ᧢଀Ոڂۖࠌඒߛ Գ୉հၴขسઌᅝऱᓢડፖጹ്Δᓢડऱ௅ᄭհԫਢࠐ۞࣍٤ᒌฝཬፖᖂீޏ଀

ڶᣂऱֱ۫ୃᖂΕᑓڤΕ෻ᓵ࿛Δᣤૹ࢙ฃԱچֱഗᐋऱᏁޣፖᣂ֊Δۖઌኙ࣍

ຍԫᣊীऱޏ଀᝟ႨΔঞਢኙ࣍ءՒ֮֏ᎁٵऱࡅᜢΖ

ط࣍ਙएΕᆖᛎΕषᄎᛩቼऱ᧢ᔢΔࠌ൓ᖂீऱߡۥլቝൕছԫᑌ׽ਢฤᚨ ԫࠄഗءऱषᄎ๵ᒤፖ࿓ݧ༉ױאየߩՕฒኙ،ऱཚৱΔףאਙࢌኙ࣍ᖂீิ៣ ᜎயऱေᦸՈբڶԱᄅऱᑓڤΔڂڼΔඒߛՠ܂ृؘႊ૞ᖂ฾ᄅऱሏᚭ๵ঞΔא

ঁ౨֗ழڃᚨ᧢଀א֗؆ڇᛩቼऱ૞ޣΖ

؆ڇᛩቼڂైኙ࣍ิ៣ᖂ฾ऱૹ૞ࢤΔൕ LamΕWeiΕPan ፖ Chanΰ2002α ઌᣂઔߒऱጵٽ։࣫խΔױאូ౏נઔߒृ൶ಘऱૹរՕીො።Հ૿؄ଡլٵऱ ᤜᠲΔץਔิ៣ᖂ฾ऱ೯ᖲΕ؆ڇᛩቼፖิ៣հၴࢬขسऱᣂএীኪΕࠨᖿิ៣

᧢଀ऱڂై։࣫א֗ิ៣᧢଀ፖ᧢଀࿨࣠ऱᣂএΖ۟࣍ߒຶਢ߷ࠄ؆ڇڂైං೯

ิ៣᧢଀ࡋΛጵٽ֮᣸։࣫ऱ࿨࣠Δ۟֟֘ਠԱՀ٨ࣔ᧩ऱ೯౨ڂైΔࠏڕΚᖂ

ீ࿨ዌૹᖞऱᑨڇڂై੡ઝݾ᧢଀Δਙएൣउऱ෗႖Ոਢ᧢଀ऱڂైհԫΔڼ؆Δ ᛩቼ᧢଀ࢬທګኙ࣍ิ៣ऱૻࠫΕլᒔࡳࢤ֗ᇷᄭࠉᘸ࿛Δຟڶᐙ᥼ΰAstley, 1985;

Carroll, 1987αΖࢬڶຍࠄऴ൷ࢨၴ൷ऱڂైΔຟᐙ᥼ิ៣ګ୉೶ፖᖂ฾ऱൣݮΖ

ิ៣᧢଀ທګչᏖ࿨࣠ࡋΛઔߒ࿇෼ิ៣᧢଀լਢ۞ྥ࿇سऱΔԯਢิ៣ፖࠡس ژڶ৖ౡऱ؆ڇᛩቼٌੌյ೯ۖขسऱΖڂڼඒߛ᧢଀ֱூؘႊאิ៣ګ୉౨Ժ ᒤ໮փ੡ഗ៕ࢬઔᚵΔթਢֺለڶயऱ᧢଀࿜ฃΖ

ᖂீփຝڂైኙิ៣ᖂ฾ऱᐙ᥼Δױאൕ᠏ীᏆᖄΕิ៣֮֏ፖิ៣࿨ዌࠐ

઎Ζᖂீீ९ڇิ៣ᖂ฾መ࿓խފዝৰૹ૞ऱߡۥΖࠏڕΚᓰ࿓ᖞٽΕᇷಛઝݾ ᘜԵඒᖂመ࿓Εீءጥ෻ऱ։ᦞ֏ެ࿜Εᖂீᜎயګ࣠࿛Ζຍࠄ᧢଀ຟᏁ૞ீ९

।෼נ᠏ীᏆᖄऱ۩੡ࠐףൎิ៣ګ୉ၴऱٽ܂ᖂ฾Δא૿ኙਗᖏΖڼ؆ΔᏆᖄ Գڕ࣠ીԺ࣍ޏ᧢ิ៣փຝऱൣݮΔՈױ౨আၞิ៣ᖂ฾ΰKofman & Senge, 1993;

Leithwood, Leonard. & Sharatt, 1998αΖࠏڕΚீ९ڇޏ᧢ᖂீऱ๵ᒤΕᏝଖΕॾ࢚

ፖ೗๻Ղຟފዝৰૹ૞ऱߡۥΔீ९ܘԺऱ࿨࣠ᄎᐙ᥼ᖂீऱެ࿜ᑓڤΔא֗ኔ ᔌެ࿜ऱֱڤΖิ៣࿨ዌঞਢ׼ԫଡৰૹ૞ऱᖂீփຝڂైΔᏆᖄԳڇޏ᧢ิ៣

࿨ዌֱ૿Δױ౨࿇ཀઌᅝऱᐙ᥼ԺΖิ៣࿨ዌኙ࣍ᖂீޏ଀ऱٺଡᐋ૿ΔࠏڕΚ ᓰ࿓อᖞΕ໌რඒᖂΕቸၷಘᓵΕٽ܂ᖂ฾࿛ຟڶৰ෡ऱᐙ᥼Ζ

۟࣍ፖᖂீ֗ඒஃહནڶᣂऱิ៣౧࿮᧢ႈڕΚิ៣ءߪऱ௽ۥ֗ิ៣խऱ ଡԳ௽ۥΔڇઌᣂઔߒՂࠀ޲ڶ࠹ࠩߩജऱૹီΖࢬᘯิ៣௽ۥץਔΚᖂீՕ՛Ε

ႚอΕ঴ᔆΕ๵ᒤΖଡԳऱ௽ۥঞץਔΚඒஃᆖ᧭Εᇷ௑Εߡۥ࿛Ζຍࠄ૞ైኙ

࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠Δຟᄎขسઌᅝऱᐙ᥼ΰᑰᐝੳΕ׆ᣝႆΔ2001ΙMarks &

Louis, 1999; Scribner, Cockrell, Cockrell, & Valentine, 1999αΖ

ણăࡁտ͞ڱ

ʙă຅؈ޜ်!

ഗ࣍ছ૪֮᣸൶ಘ࿨࣠Δءઔߒऱᄗ࢚ਮዌ׌૞ਢطࣥࢣ៖ࢬ৬ዌΰLam, ʳ Wei, Pan, & Chan, 2002αΔᇠਮዌΰڕቹ 1αނᐙ᥼ิ៣ᖂ฾ऱڂై։ګՀ٨Կଡ յ೯ऱᐋ૿Κ؆ڇᛩቼڂైΕᖂீփຝڂైא֗ิ៣౧࿮ڂైΖቹ 1 ᎅࣔԱ؆ڇ

ᛩቼڂైץਔΚਙएΕᆖᛎΕषᄎΕ֮֏࿛؄ଡՕᐋ૿Δ٥ץܶਙ࿜Ε൳ࠫΕತ ਙΕᇷᄭΕᏝଖΕုםԳᑇΕᖂسࠐᄭ֗፿ߢ࿛ԶଡڂైΖᖂீփຝڂైঞץਔΚ

᠏ীᏆᖄΕᖂீ֮֏Εᖂீ࿨ዌ࿛Ζࠡխ᠏ীᏆᖄऱփො੡堚ᄑऱᣋནΕݮګ՛

ิؾᑑΕଡܑ֭਍Εޅܒ֘৸Ε༼ࠎᑓᒤΕ೏ཚඨΕ։ࠆऱ๵ᄷΕٽ܂ެ࿜Ζᖂ

ீ֮֏փො੡ઌյ֭਍Ε༇ᄃΕকᙠΕᇨኔࡖػڃ墅ΕᐜఴګפΕᖂسऱګ༉ΰᏁ ޣαΖᖂீ࿨ዌփො੡ᆖൄऱംᠲᇞެΕᐘࢤऱழၴ।Εᆖൄࢤऱֱூ࿇୶Ε٥ٵ ऱᄷໂழၴΕሀ໢ۯऱਐ੔Εอᖞᓰ࿓ቸၷΕቸၷඒᖂΖิ៣ᖂ฾ڂైঞץਔᖂ

฾መ࿓ፖᖂ฾࿨࣠Ζᖂ฾መ࿓ץਔΚᖂ฾ᣊীΕኙᖂ฾መ࿓የრΕิ៣ᖂ฾࿨࣠Δ ץਔΚየრ՛ิګ༉Εٽ܂ݾ౨ऱޏၞ֗ኙଡԳΕ࿓ݧᓳᖞΕਙ࿜ᓳᖞ࿛Δ՛ิ

ፖᖂீऱᐙ᥼Ζิ៣౧࿮᧢ႈץਔΚᖂீહནڂైڕΚՕ՛ΕᣊܑΕࢬڇچ࿛Ι א֗ඒஃહནڂైڕΚࢤܑΕՠ܂ᆖ᧭Ε៭ۯ࿛Ζࢬڶڂైփොຟਢط֮᣸։࣫

ऱ࿨࣠ូ౏ࢬ൓ΰࠏڕΚCohen, 1996; Lam, 1997; Preskill & Torres, 1999αΖቹ 1 ऱ ਮዌਢא֮᣸։࣫੡ഗ៕ࢬ৬ዌऱᄗ࢚ቹΔشࠐᎅࣔءઔߒኙ࣍؆ڇᛩቼΕփຝ ᛩቼ֗౧࿮ᛩቼڂైኙ࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠ױ౨ژڇऱᣂএ֗ᐙ᥼ীኪԫଡᑉ ழࢤऱ೗๻ΔՈਢᖞ᧯ΰܶሀഏֺለຝ։αઔߒ૞᧭ᢞऱૹរΖቹխऱᒢᇆז।

ထڂైհၴऱᐙ᥼ᣂএΖ

ʠăࠂՀဇණ!

ءઔߒᙇᖗ؀᨜چ೴ 88 ࢬֆمᖂீΔࠡխ՛ᖂૠ 51 ࢬΔഏխڶ 37 ࢬΔᖂீ

ऱᙇᖗֱ૿ଫ᥽ৄၢፖᖂீՕ՛ऱז।ࢤΔ٦ൕࢬᙇᖗऱᖂீխ։ᐋࢼנᇠீඒ ஃΰܶ۩ਙԳ୉αऱ 10иΔ᜔٥ࢼנ 1200 ۯඒஃፖ۩ਙԳ୉Δڃگڶயം࠴ 900 ٝΔ ڃگ෷੡ 75%Δࠡխ՛ᖂ۔ஃڶ 572 ۯΔഏխඒஃڶ 373 ۯΖം࠴ᓳ਷৵Δ٦ط ၦ֏։࣫࿨࣠խΔᙇᖗิ៣ᖂ฾൓։ለ೏ऱছԲԼࢬᖂீீ९Δၞ۩ᔆࢤ๶ᓫΖ ءઔߒᔆࢤ๶ᓫຝ։Δط࣍ଫ᥽ሀഏֺለ։࣫ऱᏁ૞Δޢଡഏ୮ຟආشઌۿऱ๶

ᓫംᠲΰߠॵᙕԲαΔૠԿຝ։Κ؆ຝᛩቼᐙ᥼Εᖂீփຝൣउፖᖂீิ៣ᖂ฾࿛Δ ٥ڶ 26 ሐᠲؾΖءઔߒಾኙ؀᨜چ೴ऱ௽ࢤΔല๶ᓫംᠲรԫຝ։ऱ 4Ε6Ε7 ᠲΔ รԲຝ։ऱ 1Ε2Ε5Ε8 ᠲΔรԿຝ։ऱ 2Ε3 ᠲ೚ԱଥޏΔאฤٽءՒऱൣݮΖ

ʹ!!ϵ!!ᑗ!!࿪!!!!!!˱!! !ϵ! !!ደ!! !म! !!஢ !!!ᕑ!!!!஢ ᕑ ደ ஬ ݾ ᆿ ࿓ݧᓳᖞ ਙ࿜ᓳᖞ ኙ՛ิᖂ฾መ࿓ऱየრ ኙ՛ิᖂ฾࿨࣠ऱየრ ٽ܂ݾ౨ऱޏၞ ኙଡԳΕ՛ิፖᖂீऱ ᐙ᥼

ิ៣ᖂ฾ऱᣊী լٵᏆ഑փऱ᧢֏ ᆖൄࢤऱֱூ࿇ ٥ٵऱᄷໂழၴ ሀ໢ۯऱਐ੔ อᖞऱᓰ࿓ቸၷ ቸၷඒᖂ ৕ ൜ ᝐ ෶ ࿧1!ʹϵᑗ࿪Ⴤደम஢ᕑደ஬ᘰ۽˞຅؈ޜ်࿧

࿨ዌਐᑑ ᆖൄࢤऱംᠲᇞ ᐘࢤऱழၴ। ଀ࣱ५ؒ

কᙠ ᇨኔࡖػڃ墅 ᐜఴګפ ᖂسऱګ༉ ΰᏁޣα

֮֏ਐᑑ ઌյݿ਍ ༇ᄃ ଡܑ֭਍ ޅধ֘৸ ༼ࠎᑓᒤ ೏ཚඨ ։ࠆऱ๵ᄷ ٽ܂ެ࿜

᠏ীᏆᖄਐᑑ 堚ᄑऱᣋན ݮګ՛ิؾᑑ Ꮭଖΰઝݾα ုםԳᑇ ᖂسࠐᄭЯહན ፿ߢ ˎѰ༄᝛

ᇷᄭ

ਙ࿜ ൳ࠫ ತਙ ደमᅹ঻˃ˉϴᔈ

षᄎ ֮֏

ਙए ᆖᛎ

ʳ ʳ ءઔߒڇၞ۩๶ᓫհছΔࠃ٣ނᠲؾ࿯࠹๶ृ઎መΔ๶ᓫၞ۩چរڇீ९৛

փΔֱڤঞࠉݧԫᠲԫᠲऱၞ۩ം࿠Δࠀ٤࿓ᙕଃΔ๶ᓫழၴ᜔ૠપԿ՛ழΖ๶

ᓫ࿨ޔ৵Δނ๶ᓫᇷற᠏᤟ګດڗᒚΔ٦ࠉ๶ᓫംᠲΔൕດڗᒚխ٣ބנᣂ᝶ऱ ᄗ࢚ᣊؾΕ֘៿ᔹᦰࠀٽࠓઌۿऱᣊؾΕ٦ᛀ਷ᣊؾऱٽᔞࢤΔࠀᆖطઔߒ՛ิ

ྤᑇڻऱᙃᢞଥޏ৵թᒔࡳΖൕ๶ᓫኙွહན௽ࢤ։࣫ऱ࿨࣠࿇෼࠹๶ृ֘ਠנ Հ٨ऱ٥ٵ௽ࢤΚؓ݁ڣ᤿տ࣍ 40~55 ᄣΔٚீ९ڣᇷ 5 ڣאՂΰ۟֟ڶԲٚீ

९ऱᆖ᧭αΔࣚ೭࣍ඒߛ੺ऱڣᇷտ࣍ 15 ڣࠩ 25 ڣհၴΔຟڶൎ௺ऱᤉᥛᖂ฾ኪ ৫Ζ

ʭăࠂՀˎ֎!

ءઔߒᇷற፦ႃऱՠࠠਢԫٝطࣥࢣ៖໑ՓΰLam, 1985αࢬ࿇୶ऱψ؆ڇᛩ ቼፖิ៣ᖂ฾ᣂএऱᄗ࢚ᑓڤω੡ഗ៕ࢬ๻ૠऱം࠴ΰॵᙕԫαΔຍٝം࠴٥։ګ

؄ଡຝ։Δรԫຝ։ڇᛵᇞჄ࿠ृऱᇷءᇷறΔץਔଡԳ֗ᖂீऱᇷறΔط֮᣸

։࣫֘ਠנऱૹ૞ڂైΔڕΚᖂீᣊܑΕՕ՛ΕࢬڇچΞΞ࿛࿛ΖรԲຝ։ڇ։

࣫Ⴤ࿠ृኙ२ڣࠐඒߛᛩቼ᧢ᔢऱኪ৫Δം࠴ऱ๻ૠ׌૞ڇᛵᇞ؆ڇᛩቼڂైऱ ᐙ᥼²Ζം࠴אնរၦ।ऱֱڤ๻ૠΔطԫࠩնΔ։ܑਢൕԼ։լٵრΰ1 ։αࠩ

Լ։ٵრΰ5 ։αΔץਔΚፖඒߛਙ࿜Εඒߛ൳ࠫΕತਙᆖ၄ΕඒߛᇷᄭΕषᄎᏝ ଖΕᖂீࠐᄭ࿛ڂైઌᣂऱᠲؾΔܓش SPSS ऱ Reliability ە᧭ٺᐋ૿ऱ cronbachʳ α ଖΔڇװೈլٽᔞऱᠲؾ৵Δտ࣍ 0.5611 ۟ 0.7378 հၴΖรԿຝ։ڇᛵᇞჄ࿠

ृኙ࣍ؾছٚඒᖂீऱᨠტΰطԫࠩնΔ։ܑਢ࿪֟Εৰ֟ΕཏຏΕᆖൄΕ᜔ਢαΔ ຍଡຝ։ऱം࠴๻ૠਢط LeithwoodΕLeonard א֗ Sharattΰ1998αऱം࠴ଥޏۖ

ࠐΖהଚऱઔߒشࠐᘝၦψ᠏ীᏆᖄωऱႈؾץਔΚ堚ᄑऱᣋནΕݮګ՛ิؾᑑΔ

֭਍ࢤऱଡԳΕ೶ፖ֘৸ޅܒ৸ەΕ༼ࠎࠢᒤΰᑓীαΕ೏ཚඨΕ࿇୶٥ࠆऱ๵ᒤΕ

2 Ꮲਠᕉნज़ڋӢનхࡴǺࡹ฼ǵ௓ڋǵ଄ࡹǵၗྍǵޗ཮ሽॶǴຏнΓኧᡂ୏ǵ௼ဂᜢ߯ᆶ

ಃΒᇟقޑा؃ǶҗܭѠ᡼ӧ௼ဂᆶಃΒᇟقБय़ޑୢᚒϐᝄख़܄όӵ३ෝǵᐞࢪǵу৾ε

฻୯ৎǴࡺѠ᡼೽ϩޑࣴزλಔעᕉნӢનፓ᏾ԋࣁǺࡹ฼ǵၗྍǵޗ཮ሽॶǵຏнΓኧᆶ

ࣽמᡂॠ฻ϖঁӢનǶ

ቔᚐٽ܂ެ࿜Ζ۟࣍شࠐᘝၦψᖂீ֮֏ωऱਐᑑץਔΚઌյऱ֭਍Ε༇ᄃΕক ᙠΕᇨኔࡖػऱڃ墅ΕᐜఴګפΕᖂسګ༉ΰᏁޣαऱሒګΖᘝၦψᖂீ࿨ዌω ऱਐᑑץਔΚᆖൄࢤऱംᠲᇞެઔಘΕᐘࢤऱᖂீழၴ๵ቤΕ٥ٵऱໂᓰழ੄Ε ሀᏆ഑ΰᖂઝαऱਐ੔Εᓰ࿓อᖞቸၷא֗ቸၷඒᖂ࿛Δڂై։࣫ऱ࿨࣠Δ֘ਠ נԿଡႈؾխऱംᠲڶৰ೏ऱԫીࢤΔڇ޲ڶܔᠲऱൣउՀΔα ଖ։ܑਢ 0.8974 ΰ᠏ীᏆᖄαΕ0.7789ΰᖂீ֮֏αΕ֗ 0.8398ΰᖂீ࿨ዌαΖ

ം࠴ร؄ຝ։Δڇᛀီᖂீၞ۩ิ៣ᖂ฾ऱ࿓৫Δץਔิ៣ᖂ฾መ࿓ፖ࿨࣠Ζ

ิ៣ᖂ฾መ࿓ፖ࿨࣠ਐᑑڕΚิ៣ᖂ฾ኙଡԳΕ՛ิ֗ᖂீิ៣ᖂ฾ऱᐙ᥼Εٽ

܂ݾ؏ऱޏၞΔլٵᏆ഑ޏ᧢ऱൣݮΔኙ՛ิᖂ฾ګ࣠የრൣݮΔא֗ᖂ฾࿨࣠

֘ਠڇᖂீਙ࿜ଥإፖՠ܂࿓ݧհଥإൣݮΔڂై։࣫࿨࣠ิ៣ᖂ฾መ࿓ऱ α ଖ

੡ 0.8093Δิ៣ᖂ฾࿨࣠ऱ α ଖ੡ 0.7753Ζ

ءઔߒڇᓳ਷հ৵Δಾኙิ៣ᖂ฾൓։ለ೏ऱீ९ၞ۩࿨ዌڤ๶ᓫΔݦඨၞ

ԫޡᛵᇞீ९ڇං೯ิ៣ᖂ฾መ࿓խࢬආشऱ࿜ฃ֗ࠡࢬขسऱᐙ᥼Δ๶ᓫᠲؾ ץਔԿଡᐋ૿Κᛩቼᐙ᥼ΕᖂீփຝൣउΕᖂீิ៣ᖂ฾࿛Δԫ٥ 26 ଡᠲؾΰॵ ᙕԲαΖ

དྷăඕڍ̶ژᄃ੅ኢ

ʙăࠂՀവ୪!

)Ι*໔Ͻंـี౪!

1.؆ຝᛩቼΕᖂீփຝڂై֗౧࿮ڂైኙิ៣ᖂ฾ऱᖞ᧯ᐙ᥼

؆ڇᛩቼኙ࣍ิ៣ᖂ฾ऱᐙ᥼ڕ۶Λءઔߒආشԫߓ٨ऱᓤಱូ։ֱ࣫ऄ ΰmultiple regressionαΔࠏڕΚࢬڶ؆ڇᛩቼڂైΕփຝᖂீڂై֗ଡԳፖᖂீહ ནऱ౧࿮ڂైΔ։ܑᆜԵಱូֱ࿓ڤխΔאެࡳՂ૪Կิڂైऱૹ૞ࢤΙᑑᄷ֏

ಱូএᑇΰβα֗ެࡳএᑇΰR²αᓮߠ। 1Ζ։࣫࿨࣠࿇෼ೈԱತਙፖᇷᄭࠟଡڂ

ై؆Δࠡ،ڂైኙ࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠ڶ਍ᥛ᧩ထऱᐙ᥼ΖլመΔ׼ԫֱ૿Δ

؆ڇᛩቼڂైኙ࣍ิ៣ᖂ฾መ࿓ፖิ៣ᖂ฾࿨࣠ऱᐙ᥼Δ׽ᇞᤩԱ 7.4%ऱ᧢ฆၦ ΰR² = 0.074αΔངߢհΔᛩቼ᧢ႈኙ࣍ᦀ೯ิ៣ᖂ฾֗࿨ֱ࣠૿ऱᐙ᥼ࠀլਢৰ

ے1! ᑗ࿪ă˱ఋ̅৕൜ϰশဇደम஢ᕑደ஬ڟᆇᛪ˞̨ྲྀ

վປ ϰ শ շ ᝐ ෶ ɘ R² Error Sig.

ઝݾ ਙ࿜

ತਙ ิ៣ᖂ฾ΰመ࿓α

0.189 -0.201 0.071

0.074 0.926 0.00 0.00 0.10 ᛩቼ ઝݾ

ਙ࿜

ᇷᄭ

ิ៣ᖂ฾ΰ࿨࣠α

0.200 -0.243 0.081

0.074 0.926 0.00 0.00 0.10 ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ิ៣ᖂ฾ΰመ࿓α

0.242 0.309 0.271

0.734 0.266 0.00 0.00 0.00 փڇ ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ิ៣ᖂ฾ΰ࿨࣠α

0.116 0.434 0.302

0.684 0.316 0.00 0.00 0.00 ඒஃڣધ

ᖂீᣊী

ΰ՛ᖂЯխᖂα ᖂீՕ՛

ΰఄ్ᑇα ڇءீඒᖂڣᇷ

ඒஃ៭ۯ

ิ៣ᖂ฾ΰመ࿓α

0.009 -0.151

-0.057

-0.070 0.057

0.097 0.903 0.031 0.000

0.000

0.002 0.001 ౧࿮ ඒஃࢤܑ

ᖂீᣊী

ΰ՛ᖂЯխᖂα ᖂீՕ՛

ΰఄ్ᑇα ڇءீඒᖂڣᇷ

ඒஃ៭ۯ

ิ៣ᖂ฾ΰ࿨࣠α

-0.100 -0.155

-0.059

0.054 0.058

0.082 0.918 0.024 0.001

0.000

0.031 0.004

᧩ထΖփຝᖂீᛩቼڂైΔࠏڕΚ᠏ীᏆᖄΕᖂீ࿨ዌ֗ᖂீ֮֏ڂైኙ࣍ิ៣ ᖂ฾መ࿓ΰR² = 0.734αፖ࿨࣠ΰR² = 0.684αऱᐙ᥼ຟ᎛೏࣍؆ڇڂై֗౧࿮ڂై

ऱᐙ᥼Ζ٦ൕ౧࿮ڂైࠐ઎Δնᣊڂైኙ࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠ڶᐙ᥼Δ։ܑਢΚ ඒஃڣ᤿Εᖂீᣊীΰഏ՛ЯഏխαΕᖂீՕ՛ΰఄ్ᑇαΕඒஃڇءீࣚ೭ڣᇷ

֗ඒஃ៭೭ΖࠡխԾאഏا՛ᖂΕՕীᖂீΕޓᇷ෡ऱඒஃኙ࣍ิ៣ᖂ฾ፖ࿨࣠

ڶ૤૿ऱᐙ᥼Ζ

ጵٽۖߢΔ؆ڇᛩቼڂైխऱઝݾΕုםԳᑇΕਙ࿜Εತਙፖᇷᄭ֗षᄎᏝ ଖΔኙ࣍ิ៣ᖂ฾ڶխ࿛אՂऱᐙ᥼Δൕቹ 2 ऱ࿨࣠઎ದࠐΔࠡխԾאઝݾፖष ᄎᏝଖࠟଡڂైऱᐙ᥼ֺለՕΖ

࿧2 ᑗ࿪ϰশᆇᛪ஢ᕑደ஬ڟുݙ 2.౧࿮᧢ႈኙ࣍ิ៣ᖂ฾ऱᐙ᥼

੡Աၞԫޡᛵᇞڇլٵऱ౧࿮ൣቼխ؆ڇڂైΕփຝڂై֗ิ៣ᖂ฾ፖመ࿓

հၴࢬژڇऱڂ࣠ᣂএΔءઔߒ൷ထආشஉሁ։࣫ΰpath analysisαऱֱऄΖط࣍

ەᐞࠩ౧࿮᧢ႈխڶᣊܑ᧢ႈ֗ຑᥛ᧢ႈլٵऱࢤᔆΔਚؘႊၞ۩ࠟଡၸ੄ऱ։

࣫Ζଈ٣ຘመ᧢ฆᑇ։࣫ΰANOVAαބנኙ࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠ڶ᧩ထᐙ᥼ऱ ౧࿮᧢ႈڂైΔ٦ಾኙຍࠄڶ᧩ထऱڂైၞ۩உሁ։࣫Ζ։࣫࿨࣠ขנԼքଡஉ ሁ։࣫ᑓীΔ੡Աᝩ܍֜ڍݾ๬ࢤऱቹݮᐙ᥼ء֮ऱᔹᦰΔਚءઔߒ׽ಘᓵ߷ࠄ ኙ࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠ڶऴ൷ࢨၴ൷ᐙ᥼ऱ᧢ฆᑇΰڕ।ԲΕ।ԿαΖࠡהऱஉ ሁᑓڤឈྥ޲ڶڇء֮ܧ෼Δ܀սਢءઔߒၞ۩าຝಘᓵழऱ೶ᅃഗ៕Ζ

(1)ᖂீ౧࿮᧢ႈኙ࣍ิ៣ᖂ฾መ࿓ऱᐙ᥼

౧࿮᧢ႈץਔඒஃڣ᤿ΕᖂீᣊীΕᖂீՕ՛ΕٚඒڣᇷΕඒஃ៭ۯፖࢤܑΖ

նរၦ।։ᑇ 5

4 3 2 1 0

ઝݾ ုםԳᑇ ਙ࿜ ತਙፖᇷᄭ षᄎᏝଖ

ຍࠄڂైխኙิ៣ᖂ฾መ࿓ڶࣔ᧩ᐙ᥼ऱץਔΚڣ᤿ΰࢨඒᖂᆖ᧭αΕ៭ۯ֗ᖂீ

Օ՛Ζஉሁ։࣫࿨࣠ڕՀ। 2Κ

ے 2! ৕൜ᝐ෶ဇػ஢ᕑደ஬྆ുФق᝗ᆇᛪڱ̅֏ܮဘĈ̾ࣷ཯

˷ٙڟൖَߏઅᕃ

৕൜ᝐ෶ ANOVA Sig. ڢ૥ᆇᛪ ෢૥ᆇᛪ

І40 ᄣ 0.001 ઝݾ ਙ࿜

ತਙЯᇷᄭ ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ઝݾ ਙ࿜

ತਙЯᇷᄭ ڣ᤿ Ꮖᖄ

Ї40 ᄣ

ઝݾ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ઝݾ ਙ࿜

Ꮖᖄ

۩ਙԳ୉

ઝݾ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ਙ࿜

៭ۯ Ꮖᖄ

ඒஃ 0.000 ઝݾ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ઝݾ ਙ࿜

Ꮖᖄ І48 ఄ

ઝݾ ਙ࿜

ತਙЯᇷᄭ ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ઝݾ ਙ࿜

ತਙЯᇷᄭ ᖂீՕ՛ Ꮖᖄ

Ї48 ఄ 0.000 ઝݾ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ Ꮖᖄ

ઝݾ ਙ࿜

Ꮖᖄ

A.ڣ᤿ፖඒᖂᆖ᧭

؆ڇᛩቼڂైխऱΚઝݾ᧢଀Εਙ࿜ऱ෗႖א֗ᇷᄭऱֱঁࢤኙ࣍ 40 ᄣאՀ ऱ۔ஃΰࢨृٚඒڣᇷ֟࣍ 14 ڣृα೶ፖิ៣ᖂ฾መ࿓ڶإ૿ᐙ᥼Ζઝݾऱ᧢଀

ᓳᖞඒஃऱඒᖂֱڤΙۖਙ࿜ऱ෗႖ঞ૰ࠌ۔ஃଚᏁ૞ኙ࣍ਙࢌᄅൻਜऱءᔆΔ

༈ޣԫࠄ٥ٵऱᇞᤩΔຍࠄ෼ွࠌהଚؘႊ٥ٵᖂ฾אঁ࿇୶נԫીऱ࿜ฃΖ٦ ຘመߩജऱᇷᄭΔא֗ᖂீփຝڂైऱ֭਍ΔࠏڕΚޓൎऱ֮֏Εᐘࢤऱ࿨ዌΕ

᠏ীᏆᖄΕิ៣ᖂ฾መ࿓࿛Δאঁᒔঅิ៣ᖂ฾ऱመ࿓ፖ࿨࣠Ζஉሁ։࣫ऱ࿨࣠

࿇෼ਙ࿜ΕᇷᄭፖઝݾԿଡิ៣؆ڇڂై֗Ꮖᖄڂైኙิ៣ᖂ฾መ࿓ڶ਍ᥛࢤऴ

൷ፖၴ൷ऱᐙ᥼Ζ

ኙ࣍၌መ 40 ᄣऱඒஃΰࢨਢڇٵԫଡᖂீٚඒڣᇷ၌መ 14 ڣृαΔೈԱᇷᄭ ऱֱঁፖܡኙהଚऱᖂ฾޲ڶᐙ᥼؆Ζࠡ،ڂైኙהଚऱᐙ᥼ፖኙࠡ،Գऱᐙ᥼

ᣊۿΔທګຍጟ෼ွऱ଺ڂսլ堚ᄑΔࢨ๺ױאංឰᎅΔᖑڶ 14 ڣᆖ᧭ऱඒஃױ ౨ڶޓڍऱᇷᄭየߩࠡඒᖂᏁޣΖ

B.៭ۯ

ඒஃଫٚ۩ਙՠ܂ፖլଫ۩ਙՠ܂࠹ࠩઝݾΕਙ࿜֗փຝڂైऱᐙ᥼࿓৫ຟ ԫᑌΖഄԫլٵऱਢլଫ۩ਙऱඒஃֺለ࠹ࠩઝݾऱᐙ᥼ۖ਍ᥛၞ۩ิ៣ᖂ฾Ζ

C.ᖂீՕ՛

Օᖂீࢨ՛ᖂீ࠹ࠩ؆ڇᇷᄭऱᐙ᥼ൣݮৰլԫᑌΔຍጟ෼ွױ౨ط࣍Օী

ᖂீᖑڶޓڍऱփڇ֗ࠡהᇷᄭΔۖ՛ীᖂீݙ٤ଘᘸਙࢌತਙऱ֭਍Ζ׼؆Δ ઝݾ᧢଀Εਙ࿜෗႖֗ᖂீփຝൣउΔڕΚ֮֏Ε࿨ዌΕᏆᖄ࿛ڂైΔྤᓵኙՕ ᖂீࢨ՛ᖂீຟขسᣊۿऱᐙ᥼Δܛኙ࣍ิ៣ᖂ฾ڶᖿᚐ܂شΖ

D.ᖞ᧯ীኪ

ឈྥڶࠄ౧࿮હནڂైΔኙิ៣ᖂ฾ڶࢬᐙ᥼Δ܀ਢᖞ᧯ۖߢΔኙิ៣ᖂ฾

መ࿓ऱᐙ᥼սྥࠐ۞࣍ᖂீփຝൣቼڂైڕΚ᠏ীᏆᖄΕ֭਍ࢤऱ࿨ዌፖ֮֏Ζ ਙ࿜ૻࠫፖઝݾ᧢଀ঞਢڶܗ࣍আၞඒஃଚᖂ฾ऱᛩቼڂైΖࠡהऱᛩቼڂైΔ ڕΚತᄭΔ׽ڶኙ߷ࠄֺለڣ᎘޲ڶᆖ᧭ऱ۔ஃא֗՛ᖂீᄎທګᐙ᥼Ζຍጟ෼

ွױ౨ፖଡԳࢨ՛ীऱิ៣Δࠡփڇᇷᄭ֗؆ڇጻ࿮ֺለ࠹ૻࠫڶᣂΖ (2)౧࿮᧢ႈኙ࣍ิ៣ᖂ฾࿨࣠ऱᐙ᥼

ءઔߒ࿇෼٥ڶնิ౧࿮᧢ႈኙ࣍ิ៣ᖂ฾࿨࣠ڶᐙ᥼ΔץਔΚࢤܑΕඒᖂ ᆖ᧭Ε៭ۯΕᖂீᣊী֗Օ՛ΰ। 3αΖ

ے 3! ৕൜ᝐ෶ဇػ஢ᕑደ஬ൖَФ᝗ൿᆇᛪڱ̅֏ܮဘĈ̾ࣷ཯

˷ٙڟൖَߏઅᕃ

৕൜ᝐ෶ ANOVA Sig. ڢ૥ᆇᛪ ෢૥ᆇᛪ ઝݾ

ਙ࿜ ਙ࿜

ᖂீ࿨ዌ ߊࢤ

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ ࢤܑ

Ֆࢤ 0.000

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ತਙЯᇷᄭ ತਙЯᇷᄭ ᖂீ֮֏

ᖂீ࿨ዌ І14 ڣ

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ᖂீ࿨ዌ ඒᖂᆖ᧭

Ї14 ڣ 0.002

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ

۩ਙ

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ತਙЯᇷᄭ ತਙЯᇷᄭ ᖂீ֮֏

ᖂீ࿨ዌ

៭ۯ

ඒᖂ 0.000

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ ഏ՛

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ತਙЯᇷᄭ ತਙЯᇷᄭ ᖂீ֮֏

0.000

ᖂீ࿨ዌ ᖂீᣊী

ഏխ

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ತਙЯᇷᄭ ತਙЯᇷᄭ ᖂீ֮֏

ᖂீ࿨ዌ І48 ఄ

Ꮖᖄ Ꮖᖄ

ઝݾ ઝݾ

ਙ࿜ ਙ࿜

ᖂீ֮֏

ᖂீ࿨ዌ ᖂீՕ՛

Ї48 ఄ 0.000

Ꮖᖄ Ꮖᖄ

A.ࢤܑ

ൕࢤֺܑለऱߡ৫Δߊඒஃۿ׏ֺՖඒஃޓ֟ტ࠹ࠩ؆ڇᛩቼ֗փڇᖂீڂ

ైऱᐙ᥼Δߊඒஃ׽ڶڇ૿ኙઝݾ᧢଀֗ਙ࿜ऱૻֱࠫࠟ૿ፖՖ۔ஃԫᑌᄎ༈ޣ ٵࠃऱ࠰ܗΖإ૿ऱᖂீ௽ۥΔڕΚ֮֏Ε᠏ীᏆᖄޓ౨ቔᚐߊඒஃ૿ኙംᠲ༈

ޣᇞެΖՖࢤඒஃֺለࣚൕᖂீऱ๵ᒤΔڂڼ׽ڶᅝᖂீ֮֏ڶܓ࣍ิ៣ᖂ฾ழ թڶܗ࣍ڔଚ׌೯ऱނᖂ฾መ࿓᠏֏ګࠠ᧯ऱᖂ฾࿨࣠Ιઝݾऱޏ᧢ኙՖࢤඒஃ Ոڶऴ൷ፖၴ൷ऱᐙ᥼Ζ

B.ඒᖂᆖ᧭

ඒஃඒᖂ၌መ 14 ڣ֗آየ 14 ڣհၴڶࣔ᧩ऱ஁ฆΔኙ࣍ඒᖂᆖ᧭֟࣍ 14 ڣृΔהଚऱՠ܂ۿ׏ޓ࠹ૻࠫΖൕ؆ຝڂైۖߢΔהଚኙ࣍ਢܡ౨ᛧ൓ᠰ؆ऱ ᇷᄭֺለඕტΔ༉փڇڂైۖߢΔהଚޓࠉᘸ֭਍ࢤऱᖂீ๵ᒤ֗ᏝଖΔࠐআګ

ࠫ৫֏ऱਙ࿜Ε࿓ݧ࿛հ଀ᄅΖኙֺ࣍ለڶᆖ᧭ऱ۔ஃΔהଚೈԱፖڣ᎘۔ஃԫ ᑌ࠹ઝݾ᧢଀Εਙ࿜෗႖࿛ऱૻࠫ؆ΔՈ࠹ࠩᐘࢤऱ࿨ዌΕ᠏ীऱᏆᖄհإ૿ᐙ

᥼Ζທګຍࠟิඒஃ஁ฆऱڂైץਔΚኙ࣍ՠ܂ऱॾ֨࿓৫լٵΖڶᆖ᧭ऱ۔ஃ ኙ࣍۞աא֗۞աऱറᄐ۩੡ޓᒔॾΔྥۖڣ᎘ऱ۔ஃঞֺለࠉᘸᎈڂፖঅᢞࠐ আࠌהଚނᖂ฾ګ࣠᠏ฝΖ

C.៭ۯ

ଫ۩ਙऱ۔ஃፖ޲ڶଫ۩ਙऱ۔ஃ࠹ࠩՀ٨ઌٵऱᐙ᥼ΔࠏڕΚ࠹ࠩઝݾ᧢

଀Εਙए෗႖ऱૻࠫΔࠀ׊ԫᑌࠉᘸᖂீփຝڂైऱ֭਍Ζ۔ஃଫ۩ਙृֺለլ ڇ׏ᇷᄭऱڶྤΔآଫ۩ਙऱ۔ஃঞֺለૹီඒᖂመ࿓Ζڇ؀᨜ط࣍ᓰ࿓อᖞऱ ਙ࿜૞ޣΔ۔ஃ૞वሐڕ۶ނᖂسऱᖂ฾࿨ዌ֏Δ੡Ա֭਍ᓰ࿓ޏ଀ؾᑑΔᖂீ

ދԵৰڍᇷᄭΖઌ֘ऱΔ۩ਙ࿨ዌᓳᖞথ޲ڶቝඒᖂԫᑌᛧ൓ઌٵऱತᄭ֭਍Ζ D.ᖂீᣊী

՛ᖂऱ۔ஃڇ᠏ฝᖂ฾ګ࣠ຍֱ૿Δࢬ࠹ࠩऱૻࠫፖࢬᛧ൓ऱ֭਍ፖഏխՕ

ીઌٵΖഄԫڶ஁ฆऱڂైਢΚڇഏխΔ׽ڶߩജऱತᄭΔኙ࣍ᖂ฾ګ࣠թڶף ൎऱ܂شΔຍױ౨ፖิ៣ᓤᠧൣݮڶᣂΖഏխᖂீऱຝ॰ڍΔ૞ەᐞऱ۩ਙࡡ୉

ᄎՈޓڍΔ੡Աሒګ٥ᢝࠀ׊ނ٥ᢝ᠏֏ګਙ࿜Ε࿓ݧΔഏխऱᒔֺ՛ᖂᏁ૞ޓ ڍऱᇷᄭΖ

E.ᖂீՕ՛

Օীፖ՛ীᖂீኙ࣍؆ڇᇷᄭڶྤऱඕტ৫Ղڶ஁ฆΔઝݾ᧢଀Εਙ࿜෗႖

֗ڶܓऱᖂீփຝൣݮΰ֮֏Ε࿨ዌፖᏆᖄαױאᖿᚐᖂீᖂ฾Δຍԫរኙ࣍Օ

ীࢨ՛ীᖂீऱᐙ᥼ਢઌٵऱΖط࣍Օীᖂீױאଘᘸऱᇷᄭֺ՛ᖂீڍΔ՛ᖂ

ீኙ࣍ਙࢌऱᇖܗڶֺለऴ൷ऱଘᘸΖ

ᖞ᧯ۖߢΔൕၦ֏ઔߒऱ։࣫࿨࣠Δױאނ؀᨜چ೴ิ៣ᖂ฾ൣݮូ౏נ؄

ଡ࿨ᓵΚ

(A)ᖂீփຝڂైΔڕΚ᠏ীᏆᖄΕإٻ֮֏Ε֭਍ࢤऱ࿨ዌਢআၞิ៣ޏ᧢

່ᣂ᝶ऱڂైΖ

(B)ᖂீփຝڂైኙิ៣ᖂ฾መ࿓ፖ࿨࣠ऱᐙ᥼Δ֭਍Ա Leithwood ࿛Գ 1998 ڣհઔߒΖิ៣փຝڂైኙิ៣ᖂ฾ऱᐙ᥼၌။ԱᖂீᣊীፖહནڂైհլٵΖ

(C)ᖂீᏆᖄԳኙ࣍ิ៣ਢܡၲࡨᖂ฾ऱᐙ᥼່Օ³Ζ

(D)؆ڇᛩቼڂై׽ਢ༼ࠎԫଡቔᚐᖂீᏆᖄԳၲࡨၞ۩ิ៣ᖂ฾ऱ೯ᖲࠐ ᄭΖ

)Π*፴ܒंـี౪!

ءઔߒڇᓳ਷։࣫հ৵ΔਗᙇԲԼଡิ៣ᖂ฾൓։೏ऱᖂீΔಾኙீ९ၞ۩

๶ᓫΔط࣍ၦ֏ઔߒ࿨࣠࿇෼ᐙ᥼ิ៣ᖂ฾ऱڂై׌૞ࠐ۞࣍؆ڇᛩቼխऱਙ

࿜ΕತਙፖઝݾΔ֗փڇᛩቼխऱᏆᖄΕ֮֏ፖ࿨ዌ࿛ڂైΔڂڼ๶ᓫؾऱڇᛵ ᇞᛩቼ֗ࠡᖂீփຝڂైኙิ៣ᖂ฾ऱᐙ᥼Ζ

1.ᛩቼኙิ៣փຝऱᐙ᥼

༉ഏխۖߢΔ؆ຝᛩቼᐋ૿ڂైխኙิ៣ᐙ᥼ֺለՕऱץਔΚਙएᐋ૿խऱ ඒߛਙ࿜ፖඒߛ൳ࠫΕषᄎᏝଖխऱုםԳᑇፖઝݾ֮֗֏ᐋ૿խऱ፿֮Ζ༉ഏ

՛ۖߢΔᐙ᥼ለՕऱ੡ਙएڂైխऱඒߛਙ࿜ፖඒߛ൳ࠫΙषᄎڂైխऱઝݾፖ

ုםԳᑇΙא֮֗֏ڂైխऱ፿ߢਙ࿜Ζ࠹๶ऱԲԼۯீ९༓׏ຟᎁ੡ඒߛਙ࿜

ኙᖂீڶ௅ءऱᐙ᥼Δ֠ࠡਢඒߛᠾᆙਙ࿜Δ֘ۖࠌᖂீऱሎ܂ޓ੡ᓤᠧΖ ᏢਠՉࡹς࿶ಞᄍ໺಍ޑՉࡹኳԄǴΥ٣ፎҢǵΥ٣᠋ڮ΢य़Ǵ౜ӧा

ӣᘜډךॺԾρ،ۓޑਔংǴ྽ฅখ໒ۈ཮᝺ளࡐፄᚇǾǾՉࡹޑ،฼

᚞࿹ϐࡕǴ٣ჴ΢ᔈ၀Ԗ׳ӭޑ،฼៾Ǵୢᚒࢂрӧךॺ೏ቲޑݓф࡛

ሶפӣٰǶǾǾय़ჹ௲ػࡹ฼᚞࿹аࡕǴךॺԾρᏢਠѐ،ۓаࡕǴǾǾ ךॺޑૈΚёૈόىǴǾǾӳႽКၨ֚ᜤǵፄᚇޑୢᚒǾǾǶ

௲ػ᚞࿹ࡹ฼ǴᏢਠҁՏᆅ౛฻฻Ǵ൩ࢂᇥ௲ৣݯਠǵ௲௤ݯਠ฻฻ځ ჴǾǾՉࡹၮբ೿ᡂޑ׳ፄᚇǾǾག᝺΢ࢂ׳ፄᚇǼǾǾ

αဦࢂៜߝΑǴǾǾՉࡹൂՏ๏௲ػᐒᄬൂՏ܌ᒏ᚞࿹Ǵךࠅ᝺ளࢂᇸ ᇸޑ᚞ǵᆙᆙޑ࿹Ǵࠅཇ࿹ཇ቉্ǶǾǾᏢਠ٠ؒԖᒤݤԾЬǶǾǾ

3 Ԗᜢໆϯࣴزϩ݋่݀Ǵፎୖ᎙ǺLam, Wei, Pan & ChanȐ2002ȑ. In search of basic sources that propel organizational learning under recent Taiwanese school reforms. The International Journal of Education Management, 16(5), 216-228.

ፐำӄ೽᚞࿹ܫΠٰᡣԴৣѐጓጓ௲׷Ǵך᝺ள೭ঁԖਔং཮׳ፄ ᚇǴǾǾ

੿҅Չࡹᐒᜢ٠ؒԖֹӄ໒ܫ๏ךॺǶКӵᇥգᖱΓ٣᚞࿹Ǵ᚞Αব٤ǻ

଄ࡹ᚞࿹Ǵ୯λবԖ଄ࡹԾЬ៾ǻǾǾךॺǾǾ٠ؒԖ᚞࿹ǶǾǾ

᚞࿹ǾǾୢᚒǴǾǾךࢂ᝺ளᗋࢂၟа߻΋ኬޑǴ٠ؒԖᡣᏢਠԾҗޑ วචǴǾǾ

௲ػǾǾ᚞࿹௤៾๏Ꮲਠޑ೽ϩǴǾǾךॺ΋ۓࢂ೸ၸი໗ޑ΋ঁၮբ БԄǴλಔޑࣴ୘БԄѐ຾ՉǶǾǾ

ᖞ᧯ۖߢீ९ऱڃᚨڕՀΰ। 4αΚ

ے4! ʹϵᑗ࿪ϰশ˛ဇ஢ᕑᆇᛪྲྀ˃ڱ ʹ ϵ ᑗ ࿪ ϰ শ ደमᘸܮ އٽϰশ

ඒߛਙ࿜ኙᖂீᐙ᥼ৰՕ ഏխ

ഏ՛

ΰ8α ΰ9α

ඒߛᠾᆙࠌᖂீሎ܂ޓᓤᠧ ഏխ

ഏ՛

ΰ8α ΰ7α ڥ๼ϰশ

ઝݾᚨشኙᖂீऱᐙ᥼Օ ഏխ

ഏ՛

ΰ5α ΰ9α ᖂீုםԳᑇ᡹ࡳፖΰீ९αᙄᖂᜎயڶᣂ ഏխ

ഏ՛

ΰ7α ΰ8α

̜˽ϰশ

ᖂسڻ֮֏հၴᓢડլՕ ഏխ

ഏ՛

ΰ7α ΰ8α

፿ߢਙ࿜ኙᖂீڶᐙ᥼ ഏխ

ഏ՛

ΰ5α ΰ7α Ȑ ȑж߄ڙೖਠߏӣᔈޑΓኧǴаΠ߄ϖǵ߄ϤӕǶ

2.ᛩቼኙิ៣ᖂ฾ऱᐙ᥼

۟࣍Ղ૪ᛩቼᐋ૿ኙᖂீऱᐙ᥼ΔਢլਢףൎԱิ៣ᖂ฾መ࿓֗ᖂ฾࠹๶ீ

९࿨࣠ࡋΛ๶ᓫऱᇷற᧩قΔྤᓵഏխࢨഏ՛Δ࠹ࠩඒߛਙ࿜ᓢᚰΔ௽ܑਢᑓᒫ ऱඒߛᠾᆙਙ࿜Δהଚ٥ٵऱ֘ᚨਢආ࠷ቸၷᖂ฾Ε՛ิಘᓵΕሀ໢ۯቸၷٽ܂

ಘᓵऱֱڤࠐڂᚨΖ۟࣍፿ߢࢨઝݾኙᖂீऱᐙ᥼ឈྥՕΔ܀ਢຍࠟଡڂైೈԱ ኙ࣍֟ᑇଡԳऱᖂ฾ڶףൎ܂ش؆Δᖂீࠀ޲ڶڂڼݮګࣔ᧩ऱิ៣ᖂ฾࿜ฃΖ

3.ᖂீփຝڂైኙิ៣ᖂ฾ऱᐙ᥼

ᖂீփຝڂైਢਐீ९ᏆᖄΕ֮֏א֗࿨ዌ࿛Կଡᐋ૿Δءઔߒྤᓵಾኙഏ խࢨഏ՛ऱ๶ᓫ࿨࣠ຟ࿇෼ຍࠄீ९୶෼Աᣊۿऱ۩੡ᑓڤΰ। 5αΔངߢհΔீ

९ຟਢଈ٣ڃᚨ᧢଀ऱԳΔீ९ຘመٺጟᄎᤜΔܓشઌᣂऱᇷಛΔ໦ದՕ୮ኙ᧢

଀ऱࣹრΔீ९Ոਢ༼ࠎ֭਍ፖᇷᄭࠐ࠰ܗඒஃᇞެംᠲࠀ౨ڃᚨ᧢଀ऱԳΔڼ

؆Δڇტᤚ᧢଀ᆬޡ֜ݶழΔீ९ऱ๠෻ֱڤਢᓳᖞ࿜ฃΔ࣋ኬᆬޡΔ܀ਢࠀլ ᄎೖַ᧢଀۩೯Ζ

ךॺӳႽᗋؒԖ࿘ډǾǾག᝺ډဌ؁ϼזޑӦБǾǾ྽գा௢୏΋٤ܿ

Ջޑ၉ǴգाӃඓඝډᏢਠޑ΋٤ᜢᗖΓނǴ൩ࢂᇥӃၟдॺᕕှԖؒ

Ԗ΋٤ୢᚒǴ྽ฅךॺ΋ۓࢂԖ࿶ၸкϩ૸ፕω཮Ԗ܌ׯᡂǴ൩Ⴝך߻

य़܌ᖱޑǴך೿೸ၸ௲ৣ཮ѐೀ౛ǶǾǾ

ᡂॠޑဌ؁ϼזǴǾǾך཮ǾǾӆั༾ଶႥ΋ΠǴǾǾך۳߻ፂ΋ፂޑ ਔংǴǾǾךԖਔং཮ଏӣٰǴ෧጗ךޑဌ؁ѐ฻ংӕϘၟ΢ٰǶǾǾ

྽ךჸ᝺ډԴৣӕϘ᝺ளᡂॠޑဌ؁ϼז܈ࢂᜤаܢᏲޑਔংǴך௦ڗ ޑБݤࢂஒ຾ࡋ܎ߏǵܫᄌǴǾǾନΑёૈܫᄌǴΨ཮ፓ᏾БӛǶǾǾ ӵ݀ᇥךॺӧ೛ी΋ঁᡂॠޑਔংǴǾǾ᏾ঁεᕉნόـள፾ӝ؂΋ঁ

ΓǴך཮ӆפр፾ӝךॺᏢਠޑኳԄǶךᗋࢂ཮ᏉᆫӅ᛽Ǵฅࡕѐ௢Ǵ ӧ௢ޑၸำ྽ύǴך཮࣮ԴৣޑϸᔈǶӵ݀ԴৣޑϸᔈԖ΋ᗺ܍ڙόՐ ޑਔংǴך཮ั༾፰΋ΠྩًǴӆᝩុ஥ǵӆၟдॺྎ೯ǶǾǾ

ے5! ደम˱ఋϰশဇ஢ᕑደ஬ڟᆇᛪ

˱ఋϰশ ደमᘸܮ

म۝ᄴዲ

ଈ٣ڃᚨ᧢଀ृ ഏխ

ഏ՛ ΰ8α ΰ9α

ቔᚐ՛ิᖂ฾ ഏխ

ഏ՛ ΰ8α ΰ9α

࣋ኬᆬޡΔᓳᖞ࿜ฃΔ܀լᄎೖַ᧢଀ ഏխ

ഏ՛ ΰ8α ΰ9α

̜˽ᅹ࡭

ףൎ֭਍۩೯ࠀ࠰ܗᇞެܺᣄ ഏխ

ഏ՛ ΰ7α ൖ်ᅹ࡭ ΰ9α

ආ࠷࿨ዌࢤ᧢଀ࠐڂᚨ ഏխ

ഏ՛ ΰ3α

ิګሀ໢ۯऱࡡ୉ᄎ ഏխ ΰ6α

ഏ՛ ΰ5α ΰ6α ጵٽ๶ᓫᇷற࿇෼Δீ९ਢᖂீ᧢଀խऱ࿇ದԳΕ዆ᑌ৬مृΕՕֱٻ༼ࠎ

ृא֗ംᠲᇞެऱ֭਍ृ࿛Ζ۟࣍ิ៣ᖂ฾ऱֱڤΔೈԱ՛ิቸၷᖂ฾ፖଡԳᇷ றऱᔹᦰ؆Δᝫץਔၞଥઔ฾ᖲᄎऱ༼ࠎΖ܀ਢΔᖂ฾ऱ࿨࣠ਢլਢທګิ៣࿨

ዌࢤऱᓳᖞࢨ᧢଀ࡋΛᣂ࣍ຍԫរഏ՛ऱิ៣ᖂ฾࿨ֺ࣠ഏխऱᖂ฾࿨࣠ޓ౨ડ ధ࿨ዌऱૻࠫΖ

4.ᖂீڃᚨ᧢଀ऱ࿜ฃ

ط࣍؆੺ᛩቼऱࠨᖿΔิ៣ؘႊ೚נڃᚨΔጵٽ๶ᓫ࿨࣠Δױא࿇෼ิ៣ڃ ᚨ᧢଀ऱ࿜ฃՕીڕՀ। 6Ζ

ᖞ᧯ۖߢΔᖂீऱิ៣ᖂ฾መ࿓ॺൄچᖲ೯Δீ९֗۔ஃଚ౨ך։ܓشٺጟ ጥሐࠐআၞᖂ฾Δᖂ฾࿨࣠Օ੡ޏ࿳ٵࠃհၴٽ܂ፖಘᓵऱݾ؏Δᖂீၲᄎऱய ౨Ոڂڼۖ༼ࣙΖ

ے6! ஢ᕑϱᐖᝐ࡮ڟൊୱ

ደ஬ൊୱ ደमᘸܮ ደ஬ൖَ ደमᘸܮ

լឰऱᎅ ഏխΰ7α

ഏ՛ΰ4α ܓشઔ฾ၞଥዝᝑᖲᄎ ഏխΰ3α ഏ՛ΰ4α

ீ९٣ઔߒᤜᠲ٦ᐙٱᇷ ற։ಬ

ഏխΰ7α

ഏ՛ΰ9α ຘመጻሁ ഏխΰ2α ഏ՛ΰ3α ך։ܓشٺጟᄎᤜ ഏխΰ3α

ഏ՛ΰ3α

ނ᧢଀ᤜᠲᖞٽࠩ۩ਙ

࿓ݧխ

ഏխΰ5α ഏ՛ΰ9α ૹᄅิګՠ܂՛ิᄎᤜ ഏխΰ3α

ഏ՛ΰ4α

ඒஃଚޓ໛ᦟ೶ፖ۞ա

೚ެࡳऱՠ܂ᛩቼ

ഏխΰ5α ഏ՛ΰ8α

࿳شڇᖂீ٥ٵழၴ ഏխΰ6α

ഏ՛ΰ7α ᄎᤜಘᓵޓڶྡྷរ ഏխΰ3α ഏ՛ΰ2α

ʠăႣϫਆባ!

)Ι*Ѵӵᕗცᇄಢᙑޟᜰ߽!

؆ڇᛩቼኙ࣍ิ៣ऱᐙ᥼ڕ۶ΛࠟृհၴऱᣂএԾڕ۶Λ֮᣸Ղڶլٵऱᎅ ऄΔࠏڕΚ؆ڇᛩቼױ౨ທګิ៣լᒔࡳΕጹ്Εૻࠫ࿛ΰLam, Wei, Pan & Chan, 2002; Hoy & Miskel, 2001αΖࢬڶઔߒຟ֭਍Հ٨ऱᨠរΙ᧢଀լਢ۞ྥ࿇سऱΔ

֘ۖਢط؆ڇ๺ڍ৖ౡิ៣سژऱൣቼڂైࢬᖿ࿇Ζءઔߒ֭਍Ա٣ছઔߒऱຝ

։࿨࣠Δٍܛ᧢଀ਢط؆ڇڂైऱࠨᖿࢬ֧ದΔ܀ਢΔءઔߒ࿇෼؆ڇڂై׽ਢ

༼ࠎԫଡඔ೯᧢଀ऱࠐᄭۖբΔటإࠌิ៣ขس᧢଀۩೯ऱΔথਢᏆᖄԳऱኪ৫Ε რ࢚ፖ࿜ฃΖ

)Π*ҏंـ྅܈࢜ᄺޟਝ࡙!

ءઔߒհᄗ࢚ਮዌΔམ๯ᚨشࠐᛀီᖾ੊ΕଉཽΕףஞՕԿଡഏ୮ऱൣݮ ΰLam, 2002; Lam & Pang, 2002αֺለઔߒऱ࿨࣠࿇෼ڼԫਮዌսྥፂ਍ઌᅝऱݙ ᖞࢤΰ޲ڶط࣍ഏ୮լٵۖ๯Օ༏৫ଥޏαΔԫֱ૿ױߠլٵഏ୮ऱᖂீࢬ૿ᜯ᧢

଀ऱءᔆઌᅝԫીΔ᧢଀ऱֱٻՕીլᠦᓰ࿓ૹᖞΕެ࿜Հ࣋ΰࢨᖂீءۯጥ෻αΕ ඒஃऱኦᦞ墿౨ΕᜎயຂٚΕತᄭጹᜍΕᖂீሎ܂ຘࣔ֏࿛෼ွΔ׼ԫֱ૿Ոױ

אᎅਢ៶طءઔߒ࿨࣠ᏺףԱڼԫᄗ࢚ਮዌऱ।૿ய৫Ζ )έ*ಢᙑሴᏲΡޟُՓ!

ᏆᖄԳڇิ៣᧢଀መ࿓ፖ࿨࣠խފዝչᏖߡۥΛઌᣂઔߒբڶ٥ᢝڕΚᓰ࿓

ᖞٽΕެ࿜Հ࣋࿛ࢬᘯ᠏ীᏆᖄऱ۩੡(Leithwood, Leonard & Sharratt, 1998)Ζء ઔߒྤᓵၦ֏ࢨᔆࢤઔߒຟ֭਍٣ছઔߒऱ࿇෼Ζ

)Ѳ*ሴᏲΡޟֆΨฐᘈ!

ᏆᖄԳ।෼נ᠏ীᏆᖄऱ۩੡Δኙ࣍ิ៣ᖂ฾ፖኪ৫ڶઌᅝऱᚥܗΔءઔߒ

࿨࣠ፖ᠏ীᏆᖄऱઌᣂઔߒઌٵΔீ९ᚨᇠીԺ࣍Հ٨ڂైΚޏ᧢ิ៣ऱ๵ᒤΕ ૹႿิ៣ऱ֮֏Δ৬مᐘࢤ࿨ዌΔআࠌิ៣ᖂ฾࿇سΖ

)Ϥ*ಢᙑ૕๜੫Փޟኇ៪!

ፖิ៣ᖂ฾ڶᣂऱ౧࿮ڂైΔࠏڕΚᖂீᣊীΕᖂீՕ՛ΕᖂீࢬڇۯᆜΔ א֗ิ៣խଡԳऱࢤܑΕڣ᤿Εᆖ᧭Ε៭ۯΕߡۥ࿛ΰᑰᐝੳ׌ᒳΔ2002ΙMarsick

& Neaman, 1996αΖຍࠄڂైឈڶܗ࣍ᛵᇞิ៣ᖂ฾መ࿓Δ܀ਢΔؾছઌᣂऱઔߒ

࿨࣠Δսڶլԫીऱ෼ွΖࠏڕΚ՛ᖂீਢᐙ᥼ิ៣ய౨ऱڂైΔլመΔᖂீ։

ᦞ֏ެ࿜ऱ࿨࣠ΔԾፖᖂீՕ՛ྤᣂΖ )ϲ*ಢᙑ૕๜Ӱશޟኇ៪!

ߊࢤඒஃֺՖࢤඒஃޓ֟࠹ࠩ؆ڇᛩቼ֗փຝᛩቼऱᐙ᥼Ιءઔߒ࿇෼ߊࢤ ኙ࣍۞աऱറᄐᐙ᥼ய౨਍ֺለإ૿ऱኪ৫ΔהଚՈֺՖࢤޓڶॾ֨ᚨشᖂீ௽

ۥΔאݮګᇞެംᠲऱ࿜ฃΖ

ՖࢤՈֺለႉൕԫ౳ᖂீ֮֏ऱ๵ᒤΔೈॺᖂீ֮֏ڶܗ࣍ᗨᄕऱނڔଚऱ ᖂ฾መ࿓᠏֏ګ੡ᖂ฾࿨࣠Δܡঞڔଚլᄎ׌೯װආ࠷۩೯Ζࠟࢤ׽ڶڇ૿ኙ؆

ڇઝݾᛩቼ᧢ᔢऱڃᚨՂਢઌٵऱΖᣂ࣍ࢤܑኙิ៣ᖂ฾ຍԫរऱᐙ᥼Δ৵ᥛऱ

๶ᓫ࿇෼Δඒஃኙ࣍ิ៣ᖂ฾ऱኪ৫լٵΔࠀॺط࣍ࢤܑΔۖਢڂ੡៭ۯլٵΔ ଫٚ۩ਙ៭೭ऱඒஃΔլጥߊࢤࢨՖࢤΔֺለႜٻ࣍ᄎආ࠷۩೯ނิ៣ᖂ฾መ࿓

᠏֏ګ࿨࣠Δଫٚ۩ਙՠ܂ऱ۔ஃՈֺለլᖜ֨ᇷᄭऱڶྤΖ

ඒᖂᆖ᧭֟࣍Լ؄ڣऱ۔ஃޓ୲࣐࠹ᛩቼऱᐙ᥼ΔࠏڕΚᇷᄭڍ֟Εᖂீऱ

๵ᒤፖᏝଖΕᆵኔ଀ᄅֱூऱൣݮΖ๶ᓫ࿨࣠࿇෼ຍጟ෼ွፖᇷ෡ඒஃኙ࣍הଚ

۞աא֗۞աऱറᄐ۩੡ޓڶॾ֨ڶᣂΔڣᇷለ෍ऱ۔ஃױ౨Ꮑ૞ޓڍऱᎈڂፖ

ᒔॾΔթ౨আࠌהଚނᖂ฾ګ࣠᠏֏Ζ

ᇷᄭऱڶྤΔኙ࣍ഏխᐋ్ᖂீ౨ܡ᠏ฝᖂ฾ऱګ࣠ৰڶᐙ᥼Δຍፖഏխऱ

ิ៣࿨ዌޓᓤᠧڶᣂΖᖂீՕ՛Εլٵऱඒஃኙ࣍؆ڇᛩቼխᇷᄭڶྤऱඕტ৫ լٵΔ՛ᖂீޓࠉᘸࠐ۞ਙࢌऱᇷᄭΖ

)Μ*ᏰਮᏰಬ࠮ಢᙑޟี৤ᇄंـ!

؀᨜چ೴ᖂ฾ীิ៣ऱ෻࢚Εኔᔌፖઌᣂઔߒ۞ൕ 1997 ڣඒߛຝऱᖂ฾षᄎ ػؼ஼ֆؒ৵Δڶઌᅝᓒডऱ࿇୶ΔլመΔൕ֮᣸ऱ։࣫խΔױא࿇෼ءՒ֏ऱ ઔߒՕીਢא෻࢚ऱ᤭૪ࢨਢଡூᨠኘ๶ᓫ੡׌Ι֟ຝ։א۩೯ઔߒऱֱڤၞ

۩Ιၦ֏ઔߒֱ૿Δထૹڇᓳ਷ᖂீඒஃፖ۩ਙԳ୉ኙ࣍ᖂ฾ীิ៣ऱኪ৫Ι່

२ऱઔߒঞਢڶᣂਐᑑऱ৬ዌΔ۟࣍ิ៣ᖂ฾֗ࠡፖᖂ฾ীิ៣࿇୶ऱᣂএΔᣊ ڼא෻ᓵ੡ഗ៕ऱኔᢞઔߒսྥ౒׎Δءઔߒ່Օऱಥ᣸ΔܛਢᇖךԱ֮᣸Ղڇ ຍଡຝ։ऱլߩΔՈ༼ࠎآࠐڇኔ೭ՠ܂ऱං೯ࢨေᦸਐᑑऱ࿇୶Ղԫଡᆖመ᧭

ᢞֺለ᡹ࡐऱഗ៕Ζ

Ёăඕኢᄃޙᛉ

ʙăൖባ!

ጵٽءઔߒၦ֏ፖᔆ֏։࣫ऱ࿨࣠ፖಘᓵΔូ౏נאՀऱ࿨ᓵΚ (ԫ)؆ڇᛩቼ༼ࠎᖂீᏆᖄԳԫଡቔᚐิ៣ᖂ฾ऱ೯ᖲࠐᄭΖ

؆ڇᛩቼڂై٥ܶԶଡᐋ૿Δࠡխਙ࿜ΕತਙΕᇷᄭΕषᄎᏝଖΕုםԳᑇ ፖઝݾ᧢֏࿛քଡڂైΔኙ࣍ิ៣ᖂ฾༼ࠎԱॣޡऱࠨᖿΔࠌิ៣ၲࡨၞ۩ᖂ฾

੒೯ΔլመՂ૪؆ڇڂైኙ࣍ิ៣ᖂ฾ऱመ࿓ፖ࿨࣠Δ׽༼ࠎԱຝ։ऱᇞᤩΖང ߢհΔ໢ᔾ؆ڇᛩቼऱࠨᖿΔࠀլ౨ࠌิ៣ขس਍ᥛऱᖂ฾Ζ

(Բ)ᛩቼڂైխऱਙ࿜ڂైऱᒔআၞԱᖂீิ៣ᖂ฾Δ֠ࠡਢ՛ิֱڤऱᖂ

฾Ζषᄎڂైխऱઝݾᐋ૿֮֗֏ڂైխऱ፿ߢਙ࿜ΔףൎԱᖂீխऱଡԳᖂ฾Ζ (Կ)ᖂீփຝڂైթਢআ೯ิ៣ᖂ฾ፖޏ᧢່ڶᐙ᥼ऱڂైΖ

ᖂீփຝڂైץਔΚீ९।෼נ᠏ীᏆᖄऱ۩੡Δᖂீإ૿ᗨᄕऱ֮֏௛ࣷ

א֭֗਍ࢤऱ࿨ዌΔຍࠄڂైթਢআၞิ៣ᖂ฾ፖޏ᧢່ᣂ᝶ऱڂైΖ (؄)ᖂீீ९ঞਢඔ೯ิ៣ᖂ฾ፖ࿨່࣠ᣂ᝶ऱԳढΖ

೏ิ៣ᖂ฾ऱᖂீீ९ຟ।෼נՀ٨ऱ۩੡Κ堚ᄑऱᄮຏ۞աუሒګऱؾ ᑑΕቔᚐ՛ิᖂ฾Ε֭਍ଡԳऱᖂ฾Εᆖൄ֘৸Εߪ٣Փ࠯Ζ

(ն)ீ९ך։ܓشٺጟิ៣ᖂ฾࿜ฃࠐআၞิ៣ᖂ฾Ζ

ீ९আၞิ៣ᖂ฾ऱ࿜ฃץਔΚڇٺጟ໱ٽլឰऱᎅΔ׌೯ᖂ฾ࠀ׊։ࠆᖂ

฾ᇷಛΕך։ܓشڇᖂீऱழၴא֗ٺጟጥሐࠐၞ۩ᖂ฾੒೯Ζֺለഏխፖഏ՛

ऱ։࣫࿨࣠Δ࿇෼ഏ՛ீ९ڇං೯ิ៣ᖂ฾ࢬشऱ࿜ฃՂޓڶᐘࢤΖ (ք)౧࿮ڂైᙇऱᖗਢഗ࣍ءՒ֏ऱەၦΖ

ءઔߒڇ౧࿮ڂైऱᛀࡳՂΔ௽ܑەᐞءՒ௽ۥױ౨ທګऱᐙ᥼Δ֠ࠡਢᖂ

ீՕ՛ፖࢬڇچ೴ऱ஁ฆΔਢ؀᨜چ೴ઔߒऱ௽ۥΔ௽ܑਢᖂீՕ՛ຍଡڂైΔ ኙ࣍ิ៣ᖂ฾ڶࣔ᧩ऱᐙ᥼Ζ

(Ԯ)ิ៣ᖂ฾ऱ࿨࣠Δขس๺ڍડధ࿨ዌૻࠫऱ೚ऄΖ

ิ៣ᖂ฾ऱ࿨࣠Δ֭਍֮᣸ࢬൎᓳऱ௽ۥڕΚᖂீڶ๺ڍᐋ૿ڇޏ᧢խΔ՛

ิᖂ฾መ࿓ყࠐყחԳየრΔא֗ሀ໢ۯऱ՛ิಘᓵΖ (Զ)ءઔߒհᄗ࢚ਮዌਐ֧ᖂீิ៣ᖂ฾ऱ࿜ฃΖ

ᖂ฾ীิ៣ਢԫଡᖂ฾Εޏ᧢ፖ᠏֏ऱመ࿓ΔՈ༉ਢԫଡิ៣ᖂ฾ऱመ࿓Δ ຍଡመ࿓ڶܗ࣍ᖂீඒஃ౨Ժऱ৬م֗ิ៣ய౨ऱ༼ࣙΔءઔߒբ᧭ᢞԱ౨আࠌ

ิ៣ขسإ૿ऱᖂ฾ፖ࿨࣠հڂైΔຍࠄڂై༼ࠎิ៣ᏆᖄԳං೯ิ៣ᖂ฾ऱૹ

૞೶ەΖ

(԰)ءઔߒհᄗ࢚ਮዌਢ৬ዌᖂ฾ীิ៣ਐᑑհഗ៕Ζ

ᖂ฾ীิ៣๯ᥩ੡ԲԼ׈ધ່ૹ૞ऱิ៣ীኪΔࠩ෼ڇսྥਢิ៣࿇୶ऱૹ

૞ীኪΔڕ۶թױאጩਢԫଡᖂ฾ীิ៣Δਢ๺ڍኔ೭ՠ܂ृ֗ᖂृᣂ֨ऱംᠲΖ ءઔߒ࿇෼ิ៣փຝᛩቼڂైਢᦀ೯ิ៣ᖂ฾ऱ૞ైΔຍࠄڂైױאᎅਢᖂ฾ী

ิ៣৬ዌऱഗ៕Ζ

ʠăݚᚊ!

ጵٽᔆ֏ፖၦ֏ઔߒ։࣫࿨࣠Δءઔߒ༼ࠎאՀऱ৬ᤜΚ

(ԫ)ףൎீ९ഛಝᓰ࿓ऱ๻ૠΔא౨আၞิ៣ᖂ฾ࠀ׊ףൎิ៣ᖂ฾࿨࣠ऱ

׌ᠲ੡׌Ζ

ீ९ਢআ೯ิ៣ᖂ฾ऱᣂ᝶ԳढΔ׽૞ਢீ९టऱუ૞ං೯ऱֱூΔڍᑇ౨ ګפऱං೯Ζڂڼآࠐீ९ഛಝᓰ࿓փ୲ױאץਔΚ؆ڇᛩቼ։࣫Ε᠏ীᏆᖄΕ փຝ۩ᔭΕቸၷᖂ฾Ε࿨ዌૹᖞ࿛Ζ

(Բ)א᠏ীᏆᖄऱਐᑑ੡ഛಝΕᙆᙇ֗ەுீ९ऱૹ૞೶ەΖ

ீ९ਝྥਢං೯ิ៣ᖂ฾່ᣂ᝶ऱԳढΔ᠏ীᏆᖄኙ࣍ิ៣ᖂ฾Ոڶࣔ᧩ऱ ᐙ᥼ΔڂڼΔءઔߒ৬ᤜא᠏ীᏆᖄऱٺႈਐᑑΔࠏڕΚ೚ஃسऱ዆ᑌΕᛵᇞஃ سऱཚඨࡉᏁޣΕࠠڶޅܒ֘৸ऱ౨ԺΕኙ࣍ஃسڶ೏ऱཚඨ࿛Δ೚੡ᙇࢸࠀ׊

ഛಝீ९ऱૹ૞ࠉᖕΖ

(Կ)ඒߛ׌ጥᅝݝᚨቔᚐᐘࢤऱᖂீ࿨ዌ๻ૠΖ

ڂᚨآࠐิ៣؆ڇᖞ᧯ᛩቼޓᝪ௺Εޓᣄאቃྒྷऱ᧢ᔢΔא֗٤෺֏ޓ೏ऱ ᤁञΔףൎڶயऱᖂீิ៣ᖂ฾ਢඒߛԳ୉റᄐګ९լױᝩ܍ऱ᝟ႨΔ֠ࠡਢ؀

᨜چ೴ڇං೯ඒߛޏ଀Εኔᔌᓰ࿓อᖞऱᄅ׈ધΔ౒׎ڶயऱᖂ฾Δٺႈޏ଀ֱ

ூՈৰᣄᛧીګפΖٺᐋ్ඒߛ׌ጥԳ୉լ׽ᚨᇠւ๺Δޓ૞ቔᚐٺ్ᖂீ੡Ա আၞิ៣ᖂ฾Δࡵࠌิ៣࿨ዌጐၦᐘࢤ֏ΔࠏڕΚᖂீழၴ।ऱᐘࢤΕᖲ೯ࢤऱ

՛ิംᠲಘᓵᄎᤜΕ٥ٵऱழၴΕሀ໢ۯऱਐ੔ΞΞ࿛Ζ

(؄)אءઔߒࢬ༼ࠎऱ᠏ীᏆᖄΕᖂீ֮֏ፖᖂீ࿨ዌਐᑑ੡ഗ៕Δ࿇୶ᖂ

ீீ೭ေᦸऱਐᑑΖ

ᖂீᆖᛜਢԫٙᏁ૞ߓอ৸ەऱՠ࿓Δءઔߒ࿇෼ᖂீփຝڂైኙิ៣ᖂ฾

ፖ࿨࣠ڶ਍ᥛऱᐙ᥼Δ᠏ীऱᏆᖄΕإٻऱ֮֏ፖᐘࢤऱ࿨ዌڶܗ࣍ิ៣ऱᖂ฾

ፖګ९Δءઔߒ৬ᤜඒߛ׌ጥᅝݝױאࡡಜᖂ๬੺ေ۷෼ၸ੄ீ೭ေᦸऱᑓڤփ

ොፖګயΔࠀאছ૪ᖂீփຝԿՕڂైփො੡ഗ៕ΔଥإᖂீေᦸਐᑑΖ (ն)ඒߛ׌ጥᅝݝףൎኙ٤෺ૹ૞ඒߛਙ࿜ᤜᠲၞ۩ઔߒΔኲ९ᇖ࿍Δലઌ ᣂਙ࿜ດޡᘜԵءՒඒߛᛩቼխΖ

ءઔߒ࿇෼ඒߛਙ࿜ऱ᧢ᔢᄎআၞิ៣ᖂ฾Δඒߛޏ଀Ոࠀॺԫڻة᎛ऱΔ ڂڼΔඒߛ۩ਙ׌ጥኙඒߛംᠲڶᤉᥛઔߒፖᖂ฾ऱؘ૞Δ៶ထਙ࿜ऱᖄԵΔᦀ ೯ิ៣լឰऱᖂ฾Ζ

(ք)ނቸၷᖂ฾࿜ฃ౏Եඒஃഛಝᓰ࿓Ζ

ᖂீڂᚨ᧢଀ऱ࿜ฃא՛ิֱڤऱᖂ฾ಘᓵ੡׌Δඒஃଚᖂ฾ڕ۶ಘᓵኙ ᇩΔڶܗ࣍আၞิ៣ᖂ฾መ࿓Δ༼ࣙᖂ฾࿨࣠ऱய౨Ζ

(Ԯ)౧࿮᧢ႈኙ࣍ิ៣ᖂ฾ऱᐙ᥼ڕ۶Δଖ൓٦൶ߒΖ

౧࿮᧢ႈױאឩՕݺଚኙ࣍ิ៣ᖂ฾መ࿓ऱᛵᇞΔլመΔഏխፖഏ՛ΕՕᖂ

ீፖ՛ᖂீΕ۔ஃࣚ೭ڣᇷ९࿍Εଫ۩ਙፖܡኙ࣍ิ៣ᖂ฾ڶլٵऱ࿨࣠Δଖ൓

٦൶ಘΔא৬ዌլٵऱิ៣ᖂ฾ຜஉΖ

(Զ)ࣹრՕীᖂீᇷ෡ඒஃऱറᄐᖂ฾ګ९ᏁޣΔ֗ٽᔞऱᖂ฾ীኪΖ ءઔߒ࿇෼ඒᖂ၌መ 14 ڣΔٚ៭࣍Օীᖂீऱ۔ஃኙ࣍ิ៣ᖂ฾መ࿓ፖ࿨࣠

ऱᨠტຟڶ૤૿ऱႜٻΖ੡Աᦀ೯ิ៣ᖞ᧯ڶயऱᖂ฾Δڶؘ૞ࣹრຍࠄᇷ෡ඒ ஃऱტᤚΔઔᚵٽᔞऱ࿜ฃΖ

(԰)༼ࠎ՛ীᖂீ֗ڣ᎘۔ஃޓڍऱᇷᄭΔڶܗ࣍הଚኙิ៣ᖂ฾መ࿓ፖ࿨

࣠ऱየრΖ

՛ᖂீאֺ֗ለᇷ෍ऱ۔ஃΰࢨृٚඒᆖ᧭܅࣍ 14 ڣृαΔኙ࣍ᇷᄭऱڶྤ

ֺለඕტΔ՛ऱᖂீא֗ᇷ෍ऱ۔ஃΔՈޓტ࠹ࠩᇷᄭऱ౒׎Δ੡Աআၞิ៣ᖂ

฾ፖ࿨࣠Δᚨᇠ௽ܑࣹრຍԫֱ૿ऱᏁޣΖ (Լ)ףൎᖂீփຝڂైऱኔᔌΖ

ᖂீփຝڂైኙ࣍ิ៣ᖂ฾ऱᐙ᥼ৰ෡ΔࠏڕΚ᠏ীᏆᖄ۩੡Δإ૿֮֏ऱ ৬م֗ᐘࢤ࿨ዌऱ৬مΔຍࠄڂైԾຟፖீ९ڶᣂΖ

ءઔߒྤᓵਢၦ֏ࢨᔆࢤઔߒऱ࿨࣠Δא֗೶ᅃڇଉཽΕףஞՕΕᖾ੊࿛լ ٵഏ୮ֺለઔߒऱ࿨࣠ΔຟઌᅝԫીऱਐנΔ᠏ীᏆᖄ۩੡Δإ૿֮֏ऱ৬م֗

֭਍ࢤऱᖂீ࿨ዌਢআၞิ៣ᖂ฾ऱᣂ᝶ΔءઔߒՈ࿇෼ྤᓵ؆ڇᛩቼڕ۶ऱ᧢

֏Δࠡኔຟլᄎऴ൷ං೯ิ៣਍ᥛऱᖂ฾Δࢨທګิ៣᧢଀Δೈॺீ९।قנ֭

਍ቔᚐऱኪ৫Ζ

ʳ

ણ҂͛ᚥ

ܦ堚՞ΰ1991αΖᏰਮਝ૖ंـΖ؀קΚնতΖ

઺ኄᣓΕᠿ༡ୠΰ2000αΖᏰಬ࠮၄ਮЅ໌ওᏰਮຟᠦࡾ኿ЅຟեΖඒߛຝࡡಜઔߒૠ྽

໴ܫΖ

఻ኄᆢΰ1999αΖᛜທᖂ฾ীิ៣ᖂீΚඒߛ۩ਙԳ୉ᚨڶऱ᧯ᎁፖ࿜ฃΖఀىၥਟᇄं

ـȂ38Δ଄ 9-12Ζ

്ࣔᔕΰ1999αΖᏰਮఀىᇄ՗ࢇ८ཱིंـΖ؀קΚஃՕ஼૒Ζ

ᄘոኂΕۦ࣑ᅗΰ2000αΖᏰಬ࠮ӌཾຟᠦࡾ኿ЅຟեΖඒߛຝࡡಜઔߒૠ྽໴ܫΖ ᓐߐભΕᄘഏᐚΰ2001αΖ࡚ᄺᏰಬ࠮ᚂ଱ຟᠦࡾ኿ЅຟեॎหΖඒߛຝࡡಜઔߒૠ྽໴

ܫΖ

ᑰᐝੳΰ1999αΖᖂீய౨ઔߒᏆ഑ऱ࿇୶Ζఀىंـ໱ѐȂ54Δ଄ 77-102Ζ ᑰᐝੳ׌ᒳΰ2002αΖᏰਮ८ཱིȈ౩܈ᇄᄂ፺Ζ؀קΚᖂ༄Ζ

ᑰᐝੳΕ׆ᣝႆΰ2001αΖᏰਮᄔ᠌ઉ૖ಢᙑϞंـоఀৱོ࣏ٽΖഏઝᄎᖂீ଀ᄅ հઔߒᖞٽীૠ྽Ζ

ᠿ༡ୠΰ1999αΖᏰಬ࠮ড়৳Пਰ௃౩፣ڗᄂ፺Ζ؀קΚնতΖ

Argyris, C., & Schon, D. (1978). Organizational learning: A theory of action perspective.

Reading, MA: Addison-Wesley.

Astley, W. G. (1985). The two ecologies: Population and community perspective on organizational evolution. Administrative Science Quarterly, 30, 224-241.

Carroll, G. R. (1987). Publish or perish: The organizational ecology of newspaper industries.

Greenwich, CT: JAI Press.

Cohen, M. D. (1996). Individual learning and organizational routine: Emerging connections. In M. D. Cohen & L. G. Sproull (Eds.), Organizational learning, (pp. 188-194). Thousand Oaks, CA: Sage.

Hoy, W. K., & Miskel, C. G. (2001). Educational administration: Theory, research and practice.

New York: McGraw-Hill.

Kast, F. E., & Rosenzweig, J. E. (1985). Organization and management: A systems and contingency approach. New York: McGraw-Hill.

Kofman, F., & Senge, P. (1993). Communities of commitment: The heart of learning organiza- tions. Organizational Dynamics, 22(2), 5-22.

Lam, Y. L. J., & Pang, N. S. K. (2002, December). The relative effects of environmental, internal and contextual factors on organizational learning: The case of Hong Kong schools under reforms. Paper presented at HKERA 2002 Internal Conference, Hong Kong, China.

Lam, Y. L. J. (1985). Toward the construction of a school environment instrument: A conceptual framework, Canadian Journal of Education, 10(4), 362-382.

Lam, Y. L. J. (1997). Loose-coupled responses to external constraints: An analysis of public educators’ coping strategies. Alberta Journal of Educational Research, 18, 37-50.

Lam, Y. L. J. (2002). Defining the effects of transformational leadeship on organizational learning: A cross cultural comparison. School Leaadership and Management, 22, 439-452.

Lam, Y. L. J., Wei, H. C. P., Pan, H. L. W., & Chan, C. M. M. (2002). In search of basic sources that propel organizational learning under recent Taiwanese school reforms. The Interna- tional Journal of Education Management, 16(5), 216-228.

Leithwood, K., Leonard, L., & Sharatt, L. (1998). Conditions fostering organizational learning in schools, Educational Research Quarterly, 34, 243-276.

Marks, H. M., & Louis, K. S. (1999). Teacher empowerment and the capacity for organizational learning, Educational Administration Quarterly, 35, Supplement, 707-750.

Marquardt, M. J. (1996), Building the learning organization: A system approach to quantum improvement and global success. London: McGraw-Hill.

Marsick, V. J., & Neaman, P. G. (1996). Individuals who learn create organizations that learn, New Directions for Adult and Continuing Education, 72, 97-104.

Preskill, H., & Torres, R. T. (1999). Evaluative inquiry for learning in organizations. Thousand Oaks, CA: Sage.

Scribner, J. P., Cockrell, K. S., Cockrell, D. H., & Valentine, J. W. (1999). Creating professional communities in schools through organizational learning: an evaluation of a school improvement process, Educational Administration Quarterly, 35(1) , 130-160.

Watkins, K. E., & Marsick, V. J. (1993). Sculpting the learning organization. San Francisco:

Jossey-Bass.

ʳ ʳ ʳ

ۣᏃʙ!

ደम஢ᕑደ஬ੰ֢!!!!^{ੰ֢ሡ༴Ĉ}!

ᄃფऱඒߛ٣ၞ൞ړΚ

ຍਢԫٝඒߛઔߒം࠴Δ༼ࠎඒஃኙ࣍ᖂீิ៣ᖂ฾۞ݺေ۷հشΖᓮ௅ᖕ

൞ऱኔᎾტ࠹Δڃ࿠ءം࠴ࢬڶംᠲΔࠀᓮࠉᅃം࠴ٺຝ։ऱჄ࿠ᎅࣔ܂࿠Ζ൞ ࢬჄᐊऱᇷறΔᄎ๯ီ੡ᖲയᇷறΔ׽ࠎඒߛઔߒհشΔം࠴ᓮ࣍ ִ ֲছჄݔ ࠀឪᝫءઔߒ՛ิ੡๛Δტ᝔൞ऱ࠰ܗࡉٽ܂Ζ

ᖂீ଀ᄅհઔߒᖞٽীૠ྽ઔߒ՛ิʳ ᄃඔ 2000ԑ 10 Т (ظ)ഗءᇷற

ᓮڇאՀٺႈംᠲऱ़௑փؚϚ ԩ ϛࢨჄՂᔞᅝᑇڗ 1.ࢤܑΚ ϭߊ ϭՖ

2.נس࣍اഏΚʳ ʳ ʳ ڣΰᓮჄᐊα

3.ࣚ೭ᖂீچ೴Κϭ(1)ೃᝤؑʳ ϭ(2)ઊᝤؑࢨᗼʳ ϭ(3)ᗼᝤؑʳ ϭ(4)ၢ᠜

4.ࣚ೭ᖂீᣊܑΚϭ(1)ഏխʳ ϭ(2)ഏ՛

5.ࣚ೭ᖂீఄ్ᑇΚ

ϭ(1)12 ఄאՀʳ ϭ(2)13-24 ఄʳ ϭ(3)25-48 ఄʳ ϭ(4)49-60 ఄʳ ϭ(5)61-99 ఄʳ ϭ(6)100 ఄאՂ

6.ڇؾছٚ៭ᖂீऱࣚ೭ڣᇷΚ

ϭ(1)2 ڣאՀʳ ϭ(2)3-5 ڣʳ ϭ(3)6-14 ڣʳ (4)15-24 ڣʳ ϭ(5)25 ڣאՂ 7.ڇඒߛ੺ࣚ೭ऱ᜔ڣᇷΚ

ϭ(1)2 ڣאՀʳ ϭ(2)3-5 ڣʳ ϭ(3)6-14 ڣʳ (4)15-24 ڣʳ ϭ(5)25 ڣאՂ 8.ڇᖂீխࢬᖜٚऱ៭೭Κ

ϭ(1)ᖄஃʳ ϭ(2)റΰઝαٚඒஃʳ ϭ(3)ิ९ʳ ϭ(4)׌ٚ

9.່೏ᖂᖵΚ

ϭ(1)೏խࢨ೏៭ʳ ϭ(2)ஃറࢨஃᒤᖂீʳ ϭ(3)ஃറא؆հറઝᖂீ

ϭ(4)ஃೃࢨஃᒤՕᖂʳ ϭ(5)ԫ౳Օᖂʳ ϭ(6)ઔߒࢬΰܶ؄Լᖂ։ఄΕጚՓറఄ࿛α