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題名:我國高級中學行政人員協 力領導與學校效能關係之研究
作者:陳怡君
作者(外文):Chen Yi-Chun
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
指導教授:李新鄉
學位類別:博士
出版日期:2007
主題關鍵詞:行政人員協力領導學校效能administrative staffsynergistic leadershipschool effectiveness
原始連結:連回原系統網址new window
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摘 要
本研究旨在了解我國高級中學行政人員所知覺之協力領導與學校效能之現況,並探討二者之關係,以作為我國提昇學校領導與學校效能之參考。為達研究目的,首先進行領導理論、協力領導理論、學校效能等相關文獻分析,並以美國聖休斯頓州立大學(Sam Houston State University)Irby, Brown與Duffy等人所發展的「組織及領導效能量表II(OLEI II)」為藍本,建構「我國高級中學協力領導與學校效能調查問卷」為研究工具,針對全國高級中學採分層立意取樣方式,抽取高中校長152人,高中主任760人,分別進行問卷調查,校長與主任的有效問卷回收率,分別為80.9﹪與75.8﹪。研究資料採用SPSS10.0版統計軟體,並進行描述統計、t考驗(t-test)、單因子變異數分析(ANOVA)、Pearson積差相關(Pearson Product-moment Correlation)、多元逐步迴歸分析(Stepwise Multiple Regression Analysis)等統計分析。
根據文獻分析及問卷調查統計分析結果,本研究獲得以下結論:
一、目前我國高級中學校長或主任所知覺的「協力領導」方面,「人際關係行
為」、「組織結構」及「價值觀、態度及信念」三個層面,實施情況較佳;
「管理行為」及「外部影響力」兩個層面,實施情況較不理想。
二、目前我國高級中學校長或主任所知覺的「學校效能」方面,「學校組織變革」及「學校組織氣氛及文化」兩個層面,較為良好;「教師工作滿意度或參與度」、「教師教學品質」、「學生學習表現」、「學生行為表現」及「學校與家長及社區的關係」五個層面,較不甚理想。
三、在「協力領導」方面及「學校效能」方面,整體而言,皆是校長所知覺 的顯著高於主任所知覺的。
四、在「學校效能」方面,不同「性別」、「年齡」、「學校類別」之主任所知覺的有顯著差異。
五、高級中學校長或主任所知覺的協力領導與學校效能各層面及整體層面具有顯著正相關,關係相當密切。
六、高級中學校長或主任所知覺的「協力領導」之「人際關係行為」、「外部影響力」及「組織結構」三個層面對「學校效能」具有預測作用,並以「人際關係行為」最具預測力。
依據研究所得結論,本研究最後分別對學校及後續研究提出建議,提供有志於學校領導工作之教育同仁,在提昇學校領導與學校效能之參考。
Abstract
The main purpose of this study was to examine the status quo and the relationship between synergistic leadership and school effectiveness in senior high schools on Taiwan, for the reference of enhancing school leadership and school effectiveness. To achieve the purpose, literature of leadership theory, synergistic leadership theory, and school effectiveness were extensively reviewed and analyzed, and measurement instrument of “ Synergistic Leadership and School Effectiveness in Senior High Schools on Taiwan Questionnaire” was development based on the “Organizational Leadership and Effectiveness Inventory II, OLEI II” which was developed by Irby, Brown, & Duffy at Sam Houston State University. The questionnaires were mailed to 152 senior high school principals and 760 senior high school office heads, which were stratified purposely sampled from senior high schools in Taiwan. The effective return rate of principals and office heads was 80.9% and 75.8%, respectively. Data were analyzed with SPSS 10.0 version and Descriptive Statistics, t-test, ANOVA, Pearson’s Product-moment Correlation, and Stepwise Multiple Regression Analysis.
According to the results of literature review and statistical analyses, the conclusions of this study were as follows:
1.The implementation conditions were good for the domains of “ interpersonal behavior”, “ organizational structure”, and “ values, attitudes and beliefs” with regard to the “synergistic leadership” in senior high schools.
2.The implementation conditions were not good for the domains of “ management behavior” and “ external forces” with regard to the “synergistic leadership” in senior high schools.
3.The performance conditions were good for the domains of “ school organizational change” and “ school organizational climate and culture” with regard to the “ school effectiveness” in senior high schools.
4.The performance conditions were not good for the domains of “ teachers’ job satisfaction and involment”, “ teachers’ teaching quality”, “students’ learning performance”, “ students’ behavior performance”, and “ relationship among school, students’ parents and community” with regard to the “ school effectiveness” in senior high schools.
5.As a whole, the principals’ perception were significantly higher than the office heads’ perception with regard to the “synergistic leadership”, and “school effectiveness”.
6.The perceptions of principals and office heads with different “ gender”, “ age”, and “ school classification” with regard to the “ school effectiveness” were significantly different.
7.The domains and whole domain of “ synergistic leadership” and “school effectiveness” were positively and significantly correlated in senior high schools.
8.The domains of “ interpersonal behavior”, “ external forces”, and “ organizational structure” with regard to the “synergistic leadership” could effectively predict the “school effectiveness”, especially for the domain of “ interpersonal behavior”.
According to the results of this study, the researcher tried to propose some suggestions for schools and future studies.
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