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題名:國民小學校長多元架構領導、教師領導與 學校效能關係之研究
作者:陳玉玫
作者(外文):Yu-Mei Chen
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:林明地
學位類別:博士
出版日期:2013
主題關鍵詞:校長多元架構領導教師領導學校效能結構方程模式principal multiple frames leadershipteacher leadershipschool effectivenessstructural equation model(SEM)
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(5) 博士論文(9) 專書(0) 專書論文(0)
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本研究旨在探討並驗證國民小學校長多元架構領導、教師領導與學校效能之關係。主要採用調查研究法,以臺灣地區公立國民小學教師為研究對象,運用統計分析進行現況分析、考驗變項間之差異、相關及結構方程模式的關係,驗證其因果關係的適配度,並以學校為單位,進行樣本學校之分類與比較。研究工具為研究者依據相關量表編擬之「國民小學校長多元架構領導、教師領導與學校效能關係調查問卷」。正式問卷以分層隨機抽樣方式,抽取123所學校,並採便利抽樣法,選取1,354位教師為施測對象。問卷回收1,134份,回收率為83.75%,可用問卷1082份,有效問卷之可用率為95.41%。接著以平均數、標準差、t檢定、單因子變異數分析、典型相關、結構方程模式及集群分析等統計方法,進行資料分析,獲致以下結論:
一、臺灣地區國小教師對整體校長多元架構領導有中高度知覺,其中以教育領導知覺最高,象徵領導的知覺相較最低。
二、臺灣地區國小教師對整體教師領導有中高度知覺,其中以精進教學知覺最高,參與決定及夥伴關係知覺較低。
三、臺灣地區國小教師對整體學校效能有中高度知覺,其中以教師專業品質知覺最高,社區認同支持知覺相較最低。
四、不同教師性別、擔任職務及學校規模教師對校長多元架構領導、教師領導及學校效能的整體及部分構面知覺有顯著差異,以男性、擔任主任、「25-48班」學校之教師知覺程度較高。
五、國小教師對校長多元架構領導、教師領導及學校效能的整體及分構面知覺幾乎不受學校地區影響,僅在政治領導構面有顯著差異,都會區高於偏遠地區。
六、校長多元架構領導、教師領導與學校效能彼此間關係密切。
七、校長多元架構領導透過教師領導提升學校效能結構模式之適配性,獲得證實。
八、依校長多元架構領導及教師領導強度作分類,國小學校可分為雙強動力領導學校、教師專業領導學校、多元中強領導學校及雙低自主領導學校,以雙強動力領導之學校效能教師知覺最高,雙低自主領導之學校效能知覺最低。
本研究依據上述結論提出建議,供國民小學校長、教師、教育行政機關及未來研究之參考。
This study aimed to investigate and verify the perception of elementary school teachers in principal’s multiple frames leadership, teacher leadership, and school effectiveness. Survey research was conducted in this study and statistical analysis was used to understand the current situation, variables differences, correlation, structural equation model of relationships, and the classification of sample school. “Elementary School Principal’s Multiple Frames Leadership, Teachers Leadership and School Effectiveness Questionnaire” was used as the study tool. The subjects were 1354 elementary school teaches from 123 public schools in Taiwan, sampled according to random sampling and convenience sampling. Totally 1134 copies of formal questionnaire were collected. The questionnaires response rate was 83.75%, 1082 questionnaires were available, and the availability of questionnaires was 95.41%. .The data was analysis by mean, standard deviation, ANOVA, canonical correlation analysis, SEM and cluster analysis. The research conclusions were as follows:
1. The elementary school teachers’ perceptions of principal’s multiple frames leadership were above average. And “educational leadership” was the highest, “symbolic leadership” was the lowest.
2. The elementary school teachers’ perceptions of teacher leadership were above average. And “teaching refinement” was the highest; “community partnership” was the lowest.
3. The elementary school teachers’ perceptions of school effectiveness were above average. And “teacher professional quality” was the highest; “community identification with school” was the lowest.
4. Significant differences were found on elementary school teachers’ perception of principal’s multiple frames leadership, teacher leadership and school effectiveness by different sex, position and school scale. The male, director and teachers in the schools of 25-48 classes had higher perceptions.
5. No significant differences were found on elementary school teachers’ perceptions of principal’s multiple frames leadership, teacher leadership and school effectiveness by different school area but “political leadership” aspect.
6. There were significant correlation between principal’s multiple frames leadership, teacher leadership and school effectiveness.
7. The fitness of the model that principal’s multiple frames leadership enhances the effectiveness of schools through teacher leadership was verified.
8. The elementary schools were classified into four clusters according principal’s multiple frames leadership and teacher leadership. The schools with most leadership strength have the highest school effectiveness and the schools with least leadership strength have the lowest school effectiveness.
According to the above research conclusions, some related suggestions were offered to be the reference for the elementary school principals, teachers, educational administration authorities, and the further studies.
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