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題名:高中職校長領導行為與教師參與專業發展態度關係之研究-以教師自我導向學習傾向及教師自我效能為中介變項
作者:劉琮閔
作者(外文):Liu Tsung-Min
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:梁滄郎
學位類別:博士
出版日期:2013
主題關鍵詞:校長轉型領導行為校長交易領導行為教師自我導向學習傾向教師自我效能教師參與專業發展態度principals’ transformational leadership behaviorprincipals’ transactional leadership behaviorteachers’ self-directed learning tendencyteachers’ self-efficacyattitude of teachers’ professional development
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本研究旨在探討高中職校長轉型與交易領導行為教師
自我導向學習傾向、自我效能與參與專業發展態度之影響,最後建構並驗證變數間之影響模式。
本研究採用問卷調查法,以台灣公私立之高中職教師
為母群體,運用分層隨機抽取34所學校,有效樣本數為639人。本研究工具為「高中職校長多元領導行為量表」、「高中職教師自我導向學習傾向量表」、「高中職教師自我效能量表」以及「高中職教師專業發展態度量表」。所得之資料經描述性統計、多群組分析及線性結構模式分析等統計方式進行研究假設之考驗,並驗證模式之適配度。
本研究經資料分析後得到下列結論:
一、公、私立高中職校長之領導行為經多群組分析後,有顯著之差異存在。
二、公立高中職校長轉型領導行為、教師自我導向學習傾向、教師自我效能以及教師參與專業發展之態度之間具有因果關係。
三、私立高中職校長交易領導行為、教師自我導向學習傾向、教師自我效能以及教師參與專業發展之態度之間具有因果關係。
四、教師自我導向學習傾向、教師自我效能在校長運用轉型及交易領導行為影響教師參與專業發展態度上具有中介效果。
五、公、私立高中職校長之轉型與交易領導行為分別對教師自我導向學習傾向、教師自我效能以及參與專業發展態度之影響模式適配度良好。
關鍵字:校長轉型領導行為、校長交易領導行為、教師自我導向學習傾向、教師自我效能、教師參與專業發展態度
The purposes of this study was to explore the influence of transformational and transactional leadership behaviors of principals on teachers’ self-directed learning tendency, self-efficacy and involvement of professional development then to verify the model among variables in senior high schools.
This study adopted questionnaire survey to collect data. The population was teachers of senior high schools in Taiwan. A total of 639 valid data of questionnaire was collected from 34 schools which were selected by stratified sampling. According to multi sample group analysis, this study was divided into two groups which were teachers who in public and private school. The instruments of this study were multiple-leadership behaviors questionnaire, teachers’ self-directed learning tendency questionnaire, teachers’ self-efficacy questionnaire and teachers’ professional development attitude questionnaire. The collected data were analyzed by descriptive statistics, multi sample group analysis and Structural Equation Modeling (SEM).
After data analysis, the conclusions of this study as follows:
1. According to multi sample group analysis, the leadership behaviors are significant difference between public and private schools’ principal.
2. There were significant correlated among principals’ transformational leadership behavior, teachers’ self-directed learning tendency, self-efficacy and involvement of professional development in the public schools.
3. There were significant correlated among principals’ transactional leadership behavior, teachers’ self-directed learning tendency, self-efficacy and involvement of professional development in the private schools.
4. Teachers’ self-directed learning and self-efficacy plays as mediating roles in the relationship among principals’ leadership behavior and involvement of professional development.
5. The model of the influence of transformational leadership of principals in public schools and transactional leadership of principals in private schools on teachers’ self-directed learning tendency, teachers’ self-efficacy and involvement of professional development fitted the data well and definitely clarify the causal effects among variables.
Key words: principals’ transformational leadership behavior, principals’ transactional leadership behavior, teachers’ self-directed learning tendency, teachers’ self-efficacy, attitude of teachers’ professional development.
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