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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31121

    Title: 學校組織學習能耐衡量指標建構之研究 : 模糊德菲法與模糊層級分析法之應用
    Other Titles: A study of indicator development for organizational learning capacity in schools : the application of fuzzy delphi method and fuzzy analytic hierarchy process
    Authors: 黃慧真;Huang, Hui-chen
    Contributors: 淡江大學教育政策與領導研究所碩士班
    陳錫珍;Chen, June S
    Keywords: 學校組織學習能耐;指標;模糊德菲法;模糊層級分析法;School Organizational Learning Capacity;Indicator;Fuzzy Delphi Method;Fuzzy Analytic Hierarchy Process
    Date: 2006
    Issue Date: 2010-01-11 00:15:22 (UTC+8)
    Abstract: 本研究旨在建構學校組織學習能耐衡量指標系統。採用文獻分析法來整合學校組織學習能耐的兩大部分、六大構面、18項主指標、以及106項次指標。首先進行兩次模糊德菲法問卷調查,共計篩選出88項適切性的衡量指標。然後利用再測信度分析來檢視兩次模糊德菲法問卷的穩定性與一致性。接著實施模糊層級分析法問卷調查,計算出各指標的相對權重值以進行其重要性排序,最後完成本研究學校組織學習能耐衡量指標系統。
    本研究採用立意取樣的方式選出30位研究對象組成專家小組成員,進行三次問卷調查,回收率為93.33%。並利用Expert Choice 2000、Fuzzy Tech 4.2、SPSS 8.0、Excel 2000等統計軟體進行資料處理與分析。
    The purpose of the study was to develop an indicator system for organizational learning capacity of schools. Fuzzy Delphi method (FDM) and fuzzy analytic hierarchy process (FAHP) method were utilized for data collection. The expert panel comprised 30 professors in the field of education as well as public school principals and teachers. A two-round fuzzy Delphi survey was conducted to collect expert opinion on appropriate indicators of school organizational learning capacity. The fuzzy analytic hierarchy process was utilized to assess the relative importance of dimensions and indicators of school organizational learning capacity.
    The findings of the study include the following:
    1. The indicator system of School Organizational Learning Capacity consists of 6 dimensions, 18 main indicators, and 88 sub-indicators.
    2. The test-retest reliability of the two-round fuzzy Delphi survey is high.
    3. Administrative leadership is considered as the most important dimension of the indicator system for school organizational learning capacity.
    Based on the above findings, the study concluded with several suggestions for educational administrators, school administrators, and future research.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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