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題名:國小校長多元型模領導、教師領導、教師組織承諾 與學校效能徑路模式建構與驗證研究
作者:林湘芸
作者(外文):LIN, HSIANG-YUN
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:黃文三
學位類別:博士
出版日期:2022
主題關鍵詞:校長多元型模領導教師領導教師組織承諾學校效能Principal’s Multi-Frame LeadershipTeacher’s LeadershipTeachers’ Organizational CommitmentSchool Effectiveness
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本研究目的在建構高雄市國小校長多元型模領導、教師領導、教師組織承諾與學校效能之徑路並驗證其模式。本研究採用問卷調查法,以高雄市公立教師為研究樣本,發出545份,有效樣本為515份,有效樣本回收率達94%。
  本研究使用校長多元型模領導量表、教師領導量表、教師組織承諾量表及學校效能量表作為研究工具,所有資料以統計軟體SPSS進行描述性統計、單因子變異數分析、多變量變異數分析、Parson積差相關、逐步多元迴歸分析,並以軟體AMOS進行驗證性分析與徑路分析。據此,以驗證假設。據此,驗證國小校長多元型模領導、教師領導、教師組織承諾與學校效能等潛在變項之因素結構及穩定性,得知國小教師在變項中的現況、分析不同背景變項的國小教師知覺變項間的差異,以及變項間的相關情形,同時探究變項是否有其預測力,最後驗證此研究建構模式之徑路。本研究之研究結論如下:
 一、高雄市國小校長多元型模領導、教師領導、教師組織
     承諾與學校效能現況均高於中位數。
二、不同背景變項的高雄市國小教師在校長多元型模領
    導、教師領導、教師組織承諾與學校效能中部分具有
    顯著差異。
三、高雄市國小校長多元型模領導、教師領導、教師組織
    承諾與學校效能具有顯著正相關。
四、高雄市國小校長多元型模領導、教師領導、教師組織
    承諾與學校效能具有最佳預測力。
五、高雄市國小校長多元型模領導、教師領導、教師組織
    承諾與學校效能之間具有潛在徑路模式。
    
   
   
   
  The purpose of this study is to construct the path of principal’s multi-frame leadership, teacher’s leadership, teachers’ organizational commitment, and school effectiveness of the elementary school teachers in Kaohsiung City and to verify its model. This study adopts the questionnaire method, firstly sample 146 elementary school teachers as pre-samples, and conducts item-analysis, factors analysis to build reliability and validity, and then uses 515 elementary school teachers as the official sample of this study to verify hypothesis.
  The researchers used the principal’s multi-frame leadership scale, the teacher’s leadership scale, the teachers’ organizational commitment scale, and the school effectiveness scale as research tools to explore descriptive statistics, multi-variate analysis of variance, Parson product moment correlation, stepwise regression analysis and also used AMOS statistic go for confirmatory factor analysis and path analysis. Based on this, verify the structure and stability of the latent variables such as principal’s multi-frame leadership, teacher’s leadership, teachers’ organizational commitment, and school effectiveness, and to know the real situation of variables for elementary school teachers. Moreover, to analyze the differences among variables and the correlations, meanwhile, to explore the predictability among variables and verify the path model. The conclusions of this study are as follows:
1.The principal’s multi-Frame leadership, teacher’s leadership, teachers’ organizational commitment, and school Effectiveness in the Kaohsiung elementary schools are higher than the median.
2.The principal’s multi-Frame leadership, teacher’s leadership, teachers’ organizational commitment, and school Effectiveness in the Kaohsiung elementary schools are significantly difference.
3. The principal’s multi-Frame leadership, teacher’s leadership, teachers’ organizational commitment, and school Effectiveness in the Kaohsiung elementary schools in different background have partly significant differences. 4.The principal’s multi-Frame leadership, teacher’s leadership, teachers’ organizational commitment can predict school Effectiveness.
5. The principal’s multi-Frame leadership, teacher’s leadership, teachers’ organizational commitment and school Effectiveness have the potential path model. Finally, above the conclusion, this study proposes for the education administrative authority, school administrative units, and future researches as reference.
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