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題名:雙因素與二階因素模式的驗證—以轉型領導為例
作者:謝忠明
作者(外文):Chung-Ming Hsieh
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:黃芳銘
學位類別:博士
出版日期:2015
主題關鍵詞:結構方程模式雙因素模式二階因素模式轉型領導structural equation modeling (SEM)bifactor modelsecond-order factor modeltransformational leadership
原始連結:連回原系統網址new window
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在結構方程模式(SEM)的驗證性因素分析(confirmatory factor analysis, CFA)中,雙因素(bifactor)模式和二階(second-order)因素模式都可用來評估假定因素彼此之間有相關的資料結構,兩種選替的方法模式。本研究以雙因素模式與二階模式的方法學來驗證比較多因素領導問卷(Multifactor Leadership Questionnaire, MLQ)5X短式版本(5X-Short)之「轉型領導量表」的因素結構及其預測外在效標變項關係之探討,為「轉型領導量表」找到較佳的解釋模式,以了解轉型領導各因素與變項之間的關係。本研究以台灣西部縣市公立國民小學教師兼任組長為調查對象,共發出正式問卷650份,回收有效問卷539份,有效問卷回收率為82.9%。調查問卷資料採描述性統計、雙因素模式與二階因素模式等統計方法,進行資料分析與理論架構驗證。主要研究發現如下:
1.雙因素模式驗證了「轉型領導量表」在「一般因素」之外,五個「特殊因素」有其個別存在的必要性,包括:理想化特質(IA)、理想化行為(IB)、鼓舞激勵(IM)、才智啟發(IS)及個別關懷(IC),確認了Bass與Avolio(2004)發展的轉型領導模式,藉此亦可精減量表的題項。
2.二階因素模式實際上是巢套在雙因素模式中,二階因素模式確認「轉型領導量表」一個「二階因素」和五個「一階因素」的因素結構,與雙因素模式有顯著差異存在,而且二階模式的二階因素與雙因素的一般因素在抽取題項變異的意義是不同的。
3.以雙因素模式和二階因素模式檢定「轉型領導量表」的因素結構後,兩個模式適配度佳,而且發現雙因素模式的適配度優於二階因素模式,為量表提供了更適切的表示。凸顯雙因素模式在量表建構及評鑑的優勢,也顯示二階模式的限制較嚴格。
4.轉型領導之雙因素模式的一般因素與特殊因素對外在效標(工作投入、工作倦怠、辭卸意圖)大都具有預測力。其中特殊因素「個別關懷」的預測結果最顯著,表示國小主任的轉型領導行為應以「個別關懷」為核心。而雙因素模式允許在一般因素之外,特殊因素和外在效標變項間有更容易解釋的關係。
根據研究發現,研究者對分析結果之轉型領導意涵加以討論,對國民小學主任及未來研究提出具體建議。
Among the confirmatory factor analysis (CFA) of Structural Equation Modeling (SEM), the bifactor and second-order factor models are two alternative approaches to evaluate the constructs of intercorrelation among the factors assumed. This study compares and confirms the factor structure of Transformational Leadership Scale in Multifactor Leadership Questionnaire (MLQ) (5X-Short) and the factors’ predictions on external criterion variables. The study aims to find a better interpretation for Transformational Leadership Scale and thus to comprehend the relationships between the factors of transformational leadership and its variables. The study takes public elementary school adjunct section chiefs from the west of Taiwan as its research subject. A total of 650 official questionnaires are sent out, 539 valid questionnaires are responded and a response rate of 82.9% is achieved. Statistical approaches, including descriptive statistics as well as the bifactor and second-order factor models, are adopted to analyze the survey data and confirm the theoretical structure. Main research findings are as follows.
1.The bifactor model confirms that there is a necessity for all the five “specific factors” of Transformational Leadership Scale, including Idealized Influence (Attributes) (IA), Idealized Influence (Behaviors) (IB), Inspirational Motivation(IM), Intellectual Stimulation(IS) and Individualized Consideration(IC), to exist individually and independently from the “general factor”. This confirms the model of Transformational Leadership developed by Bass and Avolio (2004). By doing so, the scale’s items can be reduced.
2.The second-order factor model is in fact nested in the bifactor model. The former confirms that Transformational Leadership Scale has a factor structure of one “second-order factor” and five “first-order factors”, though a significant difference exists between the former and the latter. In addition, the second-order factor of the second-order model differs from the general factor of the bifactor model in terms of extracting the meaning of item variances.
3.After the factor structure of Transformational Leadership Scale is confirmed by the bifactor and second-order factor models, these two models fit the data well. It is also found that the bifactor model fits the data better than the second-order factor model, suggesting that the bifactor model provides more adequate representation of the scale. This shows not only the advantage of the bifactor model in terms of scale construction and evaluation but also the restriction of the second-order model being more strict.
4.Both the general factor and specific factors of Transformational Leadership Scale can predict most external criterion including work engagement, job burnout and turnover intention. Among all the prediction results, the specific factor of Individualized Consideration turns out to be the most significant, which implies that the transformational leadership behaviors of elementary school directors should take “Individualized Consideration” as their core value. However, the bifactor model allowed for easier interpretation of the relationship between the specific factors and external variables, over and above the general factor.
In the study, the researcher looks further into the implication of transformational leadership contained in the analysis findings and provides concrete suggestions for directors and section chiefs in elementary school as well as for future studies.
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