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School climate and effectiveness in ...

Liao, Yueh-hsiu Mishire.

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School climate and effectiveness in Taiwan's secondary schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School climate and effectiveness in Taiwan's secondary schools./
作者:	Liao, Yueh-hsiu Mishire.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3396.
Contained By:	Dissertation Abstracts International56-09A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9600820

School climate and effectiveness in Taiwan's secondary schools.
Liao, Yueh-hsiu Mishire.

School climate and effectiveness in Taiwan's secondary schools. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 120 p.

Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3396.

Thesis (Ed.D.)--St. John's University (New York), 1994.

This study investigated the relationships between school climate and school effectiveness and job satisfaction as perceived by 1017 teachers in 112 of the 709 public secondary schools in Taiwan. The school was the unit of analysis. The instruments used to evaluate school climate were the Revised Organizational Climate Description Questionnaire (OCDQ-RS) and the Organizational Health Index (OHI): the dependent variables were measured by the Index of Perceived Organizational Effectiveness (IOE) and the Job Descriptive Index (JDI) in the areas of work, supervision, and co-workers. Factor analysis and multiple regression were chosen as the major statistical methods to test the relationship between climate variables and effectiveness criteria. Results indicated that school organizational climate could be classified into four styles: commitment, control, headless, and disengagement. In addition, climate variables and school size were significantly related to perceived effectiveness; in particular, institutional integrity, principals' supportive behavior, initiating structure, academic emphasis, and teachers' engaged behavior and morale made significant and unique contributions to perceived effectiveness. School size had a negative relationship with perceived effectiveness. As predicted, the OHI instrument was a better predictor of perceived effectiveness than the OCDQ-RS instrument. However, climate variables and marital status were significantly related to only job satisfaction with coworkers; in particular, teachers' engagement and intimacy had negative relations with satisfaction with coworkers. Married teachers were significantly more satisfied than single teachers. The same, the OHI instrument a better predictor of job satisfaction with coworkers and supervision than the OCDQ-RS instrument.Subjects--Topical Terms:

2122799
Educational administration.

School climate and effectiveness in Taiwan's secondary schools.
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