What is it about?

This study examined the relationship between primary and secondary school principals’ working values, organisational climate, and organisational adaptation. Data were collected from the third Teaching and Learning International Survey, which targeted 401 principals in Taiwan’s primary and secondary schools, conducted in 2018 by the Organisation for Economic Co-operation and Development. This study constructed a structural equation model. The results indicated that primary and secondary school principals generally had positive work values, and their schools’ organisational climate and adaptation were positive.

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Why is it important?

Primary and secondary schools in Taiwan are undergoing educational reforms, such as application of the Curriculum Guidelines of 12-Year Basic Education, Bilingual 2030 goal, and integration of the Sustainable Development Goals (SDGs) of the United Nations into the education system. In addition to significant adjustments to previous teaching methods, the reform includes measures to enhance the influence of teachers’ participation in school affairs (for example, increasing the proportion of teachers serving as members of various committees, forming a teacher community to jointly develop teaching materials and providing school reform suggestions), the rise of parents’ rights in their children’s education, increasing social attention to educational issues and close monitoring of school effectiveness by society. In this context, schools must respond to environmental changes to meet challenges and quickly adapt to educational reform demands (Hsieh, 2019). Thus, determining the adaptability of primary and secondary schools, whether they possess the characteristics of an open system, and whether they can respond to a rapidly changing society constitute the first set of research motivations for the present study.


School principals with more positive work values had better organisational climates and greater organisational adaptation in Taiwan. Moreover, schools with a better organisational climate had greater organisational adaptation. School principals’ work values indirectly affected organisational adaptation through the mediating effect of organisational climate. There were positive interactions between the work values of the primary and secondary school principals, the organisational climate and the organisation’s adaptation. School principals’ work values and organisational climates had important implications for organisational adaptation. Therefore, the staff at the Bureau of Education (BOE) and school principals should improve their work values and organisational climates, which will increase organisational adaptation to fit the changes in the educational environment.

chien chih chen
National Taipei University of Education

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This page is a summary of: Relationships among school principals' work values, organisational climate and organisational adaptation: Taiwan's 2018 TALIS data, Journal of Educational Administration, July 2023, Emerald,
DOI: 10.1108/jea-01-2023-0012.
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