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題名:教師間社會網絡對教師幸福感之影響-以校長美學領導為脈絡調節變項
作者:陳志強
作者(外文):Chen, Jih-Chiang
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:張正平
學位類別:博士
出版日期:2014
主題關鍵詞:教師幸福感教師間社會網絡校長美學領導階層線性模式teachers’ happinesssocial network among teachersprincipal’s aesthetic leadershiphierarchical linear modeling
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本研究3個目的為,探究教師間社會網絡對教師幸福感的影響情形,探究校長美學領導對教師幸福感的影響情形,探究校長美學領導在教師間社會網絡對教師幸福感影響中的脈絡調節效果。教師幸福感包括教師工作滿意和教師正向情緒,教師間社會網絡包括教師間工具性網絡和教師間情感性網絡,校長美學領導包括校長情緒和諧領導和校長情緒愉悅領導。
在研究方法上,本研究以台灣本島地區公立國民小學教師為研究範圍對象,採問卷調查方式,共有效回收51所學校,計有效問卷1,327份,並使用階層線性模式進行資料分析。
分析結果顯示,教師間工具性網絡對教師工作滿意有正向影響,教師間情感性網絡對教師工作滿意有正向影響,教師間工具性網絡對教師正向情緒有正向影響,教師間情感性網絡對教師正向情緒有正向影響,校長情緒愉悅領導對教師工作滿意有正向影響,校長情緒愉悅領導對教師正向情緒有正向影響,校長情緒愉悅領導在教師間情感性網絡對教師工作滿意的影響中有正向脈絡調節效果,校長情緒愉悅領導在教師間情感性網絡對教師正向情緒的影響中有正向脈絡調節效果。
並提出部分的理論貢獻和促進教師幸福感的實務工作建議。
This study has three purposes: (1) to explore the impact of social network among teachers on teachers’ happiness; (2) to explore the impact of principal’s aesthetic leadership on teachers’ happiness; (3) to explore the contextual moderating effect of principal’s aesthetic leadership between the impact of social network among teachers on teachers’ happiness. Teachers’ happiness includes teachers’ job satisfaction and teachers’ positive emotion; social network among teachers includes instrumental network among teachers and expressive network among teachers; principal’s aesthetic leadership includes principal’s emotion-harmony leadership and principal’s emotion-pleasure leadership.
On research method, questionnaire was designed and the subjects of this study were the public elementary school teachers within the island of Taiwan. Data analysis was conducted with hierarchical linear modeling for the 1,327 effective questionnaires from 51 schools.
The analysis results indicate that: (1) instrumental network among teachers has a positive impact on teachers’ job satisfaction; (2) expressive network among teachers has a positive impact on teachers’ job satisfaction; (3) instrumental network among teachers has a positive impact on teachers’ positive emotion; (4) expressive network among teachers has a positive impact on teachers’ positive emotion; (5) principal’s emotion-pleasure leadership has a positive impact on teachers’ job satisfaction; (6) principal’s emotion-pleasure leadership has a positive impact on teachers’ positive emotion; (7) principal’s emotion-pleasure leadership has a positive contextual moderating effect between the impact of expressive network among teachers on teachers’ job satisfaction; (8) principal’s emotion-pleasure leadership has a positive contextual moderating effect between the impact of expressive network among teachers on teachers’ positive emotion.
This study further proposes some theoretical contribution and practical suggestions for promoting teachers’ happiness.
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