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題名:國民中學校長多元型模領導、教師領導、學校文化與學校效能關係之研究
作者:林俊傑
作者(外文):Roger J. J. Lin
校院名稱:高雄師範大學
系所名稱:教育學系
指導教授:黃文三 鄭彩鳳
學位類別:博士
出版日期:2011
主題關鍵詞:校長多元型模領導學校文化教師領導學校效能principal's multi-frame leadershipteacher leadershipschool cultureschool effectiveness
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(9) 博士論文(4) 專書(0) 專書論文(0)
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  • 共同引用共同引用:0
  • 點閱點閱:185
摘 要
本研究旨在探討並驗證國民中學校長多元型模領導、教師領導、學校文化與學校效能之關係。本研究之具體目的有五項:
一、瞭解校長多元型模領導、教師領導、學校文化與學校效能變項層面的重要性與現況。
二、分析不同學校規模、歷史與所在縣市在校長多元型模領導、教師領導、學校文化與學校效能的差異。
三、分析校長多元型模領導、教師領導、學校文化與學校效能的積差相關及典型相關。
四、探討校長多元型模領導、教師領導、學校文化與學校效能之間的結構模式關係。
五、驗證本研究所提出之校長多元型模領導、教師領導、學校文化與學校效能的結構模
式關係。
為達上述目的,本研究採取文獻蒐集、分析與實證調查研究等研究方法,以南部七縣市公立國民中學教師為研究對象,研究工具為研究者自編之「國民中學校長多元型模領導、校師領導、學校文化與學校效能調查問卷」。採立意取樣方法,發出正式問卷1500份,回收問卷1093份,可用問卷1030份,正式問卷回收率為72.87%,回收問卷可用率為68.67%。
本研究分別以描述性統計、單因子變異數分析、積差與典型相關及結構方程模式(AMOS)等方法分析資料,並且進行各項假設之探討與驗證,本研究之結論計有十項:
一、多元型模領導強調以多樣、均衡、兼容並蓄的觀點,反映現今校長領導與管理實務的多樣化與複雜性內涵,可做為探討校長領導、建構校長領導模式之理論基礎
二、校長領導的內涵依據多元型模領導之架構可歸納為:結構領導、人力資源領導、象徵領導及政治領導等層面
三、國民中學教師對於「象徵領導」、「結構領導」、「建立專業社群」、「團隊式文化」、「計畫目標達成」等層面,有較高的重要性知覺
四、「13-24班」之學校有較正向的學校文化內涵與特質與較佳的「教師專業表現」
五、「未滿15年」校齡之學校有較強勢的「校長多元型模領導」、較積極的「教師領導」、 較正向的學校文化內涵與特質及較佳的學校效能
六、「台南市」學校有較強勢的校長多元型模領導、較積極的「引導教學創新」、較正向的「團隊式文化」及較高的「學生整體表現」與「計畫目標達成」效能
七、學校文化是影響學校效能最為重要的因素
八、校長多元型模領導、學校文化、教師領導可以增進學校效能
九、校長多元型模領導、學校文化、教師領導與學校效能關係密切,學校文化與教師領導是校長運用多元型模領導增進學校效能的主要中介因素
十、校長多元型模領導透過教師領導與學校文化提升學校效能結構模式之適配性,獲得證實
本研究依據主要發現與結論,針對國民中學校長、教育行政機關及後續研究,提出多項參考建議。
一、對國民中學校長的建議
(一)校長應表現具多元型模內涵的領導風格,經營有效能的學校
(二)校長可利用本研究所建構之多元型模領導層面指標內涵進行自我檢核
(三)校長應積極採取多樣化之增能授權方式,增加與教師互動,建立專業社群,型塑積極正向之學校文化,引導教師專業領導實務
(四)校長應以教師領導與學校文化為關鍵基礎,獲得高度的學校效能
(五)校長宜適應學校規模、歷史、所在地區及文化特性,調整、表現相應的領導策略
二、對國民中學教師的建議
(一)教師應表現教師領導內涵的領導行動,協助經營有效能的學校
(二)教師可利用本研究所建構之教師領導層面指標內涵進行自我效能檢核
(三)教師應積極與教師同儕互動,建立專業社群、激勵專業成長,型塑積極正向之學校文化,進而引導學校教學創新與促進行政革新之實務
三、對教育行政機關的建議
(一)教育行政機關可針對本研究所建構的校長多元型模領導、教師領導、學校文化與 學校效能的層面指標內涵,提供校長培訓與教師在職專業成長與發展課程
(二)本研究所建構的校長多元型模領導層面指標內涵,可提供教育行政機關做為校長
評鑑與領導考核之參考規準
(三)教育行政機關宜積極鼓勵歷史較久遠的學校進行創新經營與並協助其組織再造之實務工作,藉以提升學校整體效能
四、對未來研究之建議
(一)擴大研究對象之範圍
(二)擴大研究變項與設計之範圍
(三)採更多元之研究方法
(四)推廣應用結構方程模式(SEM)進行教育研究
Abstract
The purpose of this study was to investigate the relationships among principal’s multi-frame leadership, teacher leadership, school culture, and school effectiveness. The followings were the main objectives of this study:
1. To understand the importance and current situations of principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness.
2. To analyze the difference of perception of principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness among teachers of the schools of different sizes and ages and locations.
3. To analyze the K. Pearson product-moment correlation and the canonical correlation among principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness.
4. To investigate different structural models among principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness.
5. To verify the overall structural model of principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness.
The method adopted in this study was survey research. Data were collected from 1030 teachers of public junior high schools in Taiwan. The instrument of this research was the “Principal’s Multi-frame Leadership, Teacher Leadership, School Culture, and School Effectiveness Questionnaire” constructed by the author. Adopting judgment sampling, the study sent out 1,500 questionnaires, with 1,093 questionnaires returned and 1,017 of them being usable, achieving a return rate of questionnaires at 72.87% and a return rate of usable questionnaires at 68.67%.
Descriptive statistics, one-way ANOVA, K. Pearson product-moment correlation, canonical correlation analysis, and structural equation modeling (AMOS) were used to analyze the data. The following 10 conclusions were drawn from this study:
1. The multi-frame leadership emphasizes viewing the involved and complicated nature of principal leadership and management practice in the contemporary world with the multiple, balanced and eclectic perspective, which can be the theoretical basis in studying principal leadership and constructing the model of principal leadership.
2. According to the theory of multi-frame leadership, the components of principals’ leadership are: structural leadership, human-resource leadership, symbolic leadership, and political leadership.
3. Junior high school teachers display higher perception of importance in “symbolic leadership” and “structural leadership” and “forming professional community” and “team culture” and “achieving goals of plans”.
4. The schools with “13-24 classes” have more positive school culture and better teacher performance.
5. The schools with a history of “less-than-15 years” have more powerful principal’s multi-frame leadership, more definite teacher leadership, more positive school culture, and higher school effectiveness.
6. The schools located in “Tainan City” have more powerful principal’s multi-frame leadership, more definite directing teaching innovation, more positive team culture, and better effectiveness in student performance and achieving goals of plans.
7. School culture is the most powerful factor affecting school effectiveness.
8. Principal’s multi-frame leadership, teacher leadership, and school culture make an impact on school effectiveness.
9. Principal’s multi-frame leadership, teacher leadership, and school culture have close relationships with the effectiveness of schools. Teacher leadership and school culture are the main mediators (mediating variables) for principal’s multi-frame leadership to enhance the effectiveness of schools.
10. The fitness of the model that principal’s multi-frame leadership enhances the effectiveness of schools through teacher leadership and school culture is verified.
According to the findings and conclusions given above, the study proposed the following recommendations for junior high school principals, teachers, educational administrative institutions, and future researches.
1. Recommendations for junior high school principals
(1) Principals should use the multi-frame leadership style to run an effective school.
(2) Principals can review their own leadership practice with the variables and indicators constructed by this study.
(3) Principals are supposed to communicate with school teachers and empower them as possible to form teachers’ professional communities, cultivate positive school culture, and direct teacher leadership practice.
(4) Principals are supposed to enhance the effectiveness of schools with the aids of school culture and teacher leadership.
(5) Principals are supposed to adjust themselves and adopt suitable leadership strategies.
2. Recommendations for junior high school teachers
(1) Teachers are supposed to use the teacher leadership style to help run an effective school.
(2) Teachers can review their own self-efficacy with the variables and indicators constructed by this study.
(3) Teachers are supposed to communicate with their peer teachers and make efforts to form teachers’ professional communities, to encourage professional development, to cultivate positive school culture, and to direct innovation in teaching and school administration.
3. Recommendations for educational administrative institutions
(1) Educational administrative institutions are supposed to provide suitable courses for the training and professional development of principals and teachers.
(2) Educational administrative institutions can adopt the variables and indicators of principal’s multi-frame leadership constructed by this study as an instrument evaluating principal’s leadership.
(3) Educational administrative institutions are supposed to encourage schools with a longer history to proceed innovative management and organizational reconstruction in order to enhance school effectiveness.
4. Recommendations for future researches
(1) Expanding the scope of target population of research.
(2) Expanding the scope of the variables and design of research.
(3) Adopting more diversified research methods.
(4) Promoting the application of structural equation modeling(SEM)to education research.
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