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題名:越南國民小學教師知覺校長轉型領導、自我效能與 工作滿意關係之研究
作者:余統一
作者(外文):DU THONG NHAT
校院名稱:國立臺中教育大學
系所名稱:教育學系
指導教授:楊銀興
學位類別:博士
出版日期:2016
主題關鍵詞:轉型領導自我效能工作滿意小學教師越南transformational leadershipself-efficacyjob satisfactionelementary school teacherVietnam
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越南國民小學教師知覺校長轉型領導、自我效能與
工作滿意關係之研究
摘 要
本研究旨在探討並驗證國民小學教師知覺校長轉型領導、自我效能與工作滿意之關係。
本研究主要採取「調查研究法」,以南都堅江省六縣市公立國民小學教師為研究對象, 研究工具為「校長轉型領導量表」(Bass & Avolio, 2004),「教師效能感量表」(Tschannen-Moran & Hoy, 2001),「工作滿意量表」(Spector, 1994) 。發出正式問卷1000 份,回收問卷665 份,可用問卷655份,正式問卷回收率為66.5%,回收問卷可用率為65.5%。問卷調查所得資料以SPSS for Windows 20的電腦統計套裝軟體進行平均數及標準差統計分析、t考驗、單因子變異數分析、多元逐步迴歸分析等統計方法處理分析。
經由假設驗證與討論,本研究獲得如下的結論:
一、國民小學教師普遍認同工作屬於中度滿意,且對校長轉型領導及自我效能有積極正向的知覺。
二、不同性別、不同學歷、不同學校規模、不同學校位置的國民小學教師對「校長轉型領導」層面的知覺有差異。
三、不同學校位置的國民小學教師對「自我效能」層面的知覺有差異。
四、不同性別、不同學校規模、不同學校位置的國民小學教師對「工作滿意」層面的知覺有差異。
五、國民小學教師知覺校長轉型領導、自我效能與工作滿意有直接正相關。
六、校長轉型領導之魅力影響(行為)、智性刺激與感召激勵是影響工作滿意最重要的因素。
七、知覺校長轉型領導行為正向影響工作滿意及自我效能。
根據研究所得結論,本研究提出建議供行政機關、學校與未來相關研究參考。
關鍵字:轉型領導、自我效能、工作滿意、小學教師、越南
The Relationship among Perceived Principal’s Transformational Leadership, Self-Efficacy, and Job Satisfaction of Elementary School Teachers in Vietnam
Adviser: Asso. Pro. Ying-Hsing Yang, Ph.D
Graduate student: Du Thong Nhat
duthongnhat@gmail.com
Abstract
The purposes of this study were to examine the possible relationships among perceived principal’s transformational leadership, self-efficacy, and job satisfaction of elementary school teachers in Vietnam.
The questionnaire survey was used to engage in this exploration study. The subjects of this study were elementary school teachers served in six school districts of Anbien, Chauthanh, Giongrieng, Hatien, Rachgia, and Tanhiep in Kiengiang province. The research instruments used in this study were Transformational Leadership Scale (Bass & Avolio, 2004), Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001), and Job Satisfaction Survey (Spector, 1994). Adopting simple random sampling, 1000 official questionnaires were distributed and received 655 (65.5%) valid samples out of 665 (66.5%) returned copies. The data collected from the questionnaire survey were analyzed to mean and standard deviation analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and Multiple stepwise regression with SPSS, version 20, for Windows.
Through hypothesis testing and discussion, the findings were discovered as follows:
1. Elementary school teachers were moderately satisfied with their job. They had highly positive attitude to both the perceived principal’s transformational leadership and self-efficacy.
2. There were significant differences in the perceptions of elementary school teachers about the dimensions of perceived principal’s transformational leadership according to their gender, degree, school size, and school location.
3. There were significant differences in the perceptions of elementary school teachers about the dimensions of self-efficacy according to their degree, and school location.
4. There were significant differences in the perceptions of elementary school teachers about the dimensions of job satisfaction according to their gender, degree, school size, and school location.
5. There was a significantly positive correlation among perceived principal’s transformational leadership, self-efficacy, and job satisfaction.
6. The idealized influence (behavior), intellectual stimulation, inspirational motivation dimensions of perceived principal’s transformational leadership were the primary dimensions impacting overall job satisfaction of elementary school teachers.
7. The perceived principal’s transformational leadership can positively enhance the level of job satisfaction and self-efficacy of elementary school teachers.
Based on the research conclusions, the suggestions were provided for administrative authorities, school administrators, and future researchers as references.
Keywords: transformational leadership, self-efficacy, job satisfaction, elementary school teacher, Vietnam
January 11, 2016
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