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題名:國民小學校長領導架構取向、教育人員組織認定與學校效能之關係研究
作者:曾文鑑
作者(外文):Tzeng Wun-Jian
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
指導教授:鄭崇趁
學位類別:博士
出版日期:2010
主題關鍵詞:領導架構取向組織認定學校效能frame-orientation of leadershiporganizational identityschool effectiveness
原始連結:連回原系統網址new window
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摘 要
本研究旨在了解國民小學校長領導架構取向、教育人員組織認定與學校效能之關係,應用問卷調查法進行資料蒐集,自編「校長領導架構取向問卷」、「組織認定問卷」和「學校效能問卷」為研究工具,以桃園縣、新竹縣、新竹市和苗栗縣的公立國民小學教育人員為研究對象,採分層隨機取樣,共發出問卷1136份,回收1053份,可用問卷1010份,回收率92.69%,可用率為88.91%。採用t考驗、單因子變異數分析、典型相關、多元迴歸和線性結構模式進行資料分析,最後獲致八項結論:
一、 國民小學校長較常運用人資化及科層化領導架構取向,政治化領導架構取向運用最少。
二、 教育人員組織認定以品德導向的認定最為強烈,創新導向最低。
三、 國民小學學校效能在科層化效能表現最佳。
四、 不同背景變項的教育人員在國小校長領導架構取向、組織認定與學校效能,除了學校所在縣市沒有顯著差異外,在性別、年齡、服務年資、教育程度、擔任職務、學校歷史、學校規模及學校所在地達顯著差異。
五、 國民小學教育人員所知覺,校長使用五個構面領導架構取向時,在組織認定與學校效能會有較佳的表現。
六、 國民小學校長領導架構取向、教育人員組織認定與學校效能具有顯著相關。
七、 國民小學校長領導架構取向、教育人員組織認定對學校效能具有顯著預測力。
八、 國民小學校長領導架構取向、教育人員組織認定對學校效能具有相互影響的關係,國小校長領導架構取向會透過組織認定的中介變項而間接影響學校效能。
最後,依本研究結論,分別對教育行政、國民小學教育人員及後續研究提出相關建議
Abstract
The purpose of this study is to investigating the relationship among the frame-orientation of principal’s leadership, organizational identity of school educators and school effectiveness in elementary school. This study adopts questionnaire survey method to collect information from elementary school educators of Taoyuan County, Hsinchu County , Hsinchu City and Miaoli County. The researcher established” Frame-Orientation of Principal’s Leadership Questionnaire” , “Organizational Identity Questionnaire” and “School Effectiveness Questionnaire” for survey. Adopting stratified random sampling, 1,136 official questionnaires were sent out ,1,053 questionnaires were returned and 1,010 of them were effective. The questionnaires rate of return is 92.69% and rate of effective return is 88.91%.
The statistic methods of t-test, one-way ANOVA, canonical correlations, multiple regress and structural equation modeling analysis were used to verify and analyze data collected. At the ending, there are eight conclusion:
1. ”Human resource frame-orientation of leadership” and “bureaucratization frame-orientation of leadership” are use the most by elementary school principals. While, “political frame-orientation of leadership” is used the least.
2. ”Moral-orientation organization identity” is strongly adapted among school educators while “innovation-orientation organization identity “is the least.
3. ” Bureaucratization effectiveness” is the best among all school effectiveness dimensions.
4. There are significant differences in the frame-orientation of principal’s leadership, organizational identity of school educators and school effectiveness on the bases of different sex, ages, year of service, education levels, positions, school histories, sizes of school, and locations. However, there is no significant difference in the background county.
5. It is better in organizational identity and school effectiveness when the school educators perceived the principals use five dimensions frame-orientation of leadership.
6. It is significantly related among the relationship among the frame-orientation of principal’s leadership, organizational identity of school educators and school effectiveness.
7. It is significantly predictable to school effectiveness from the frame-orientation of principal’s leadership, organizational identity of school educators.
8. It is mutually influential between the frame-orientation of principal’s leadership and organizational identity of school educators to school effectiveness. The frame-orientation of principal’s leadership will indirectly affect school
effectiveness through intervening variable of organizational identity.
In conclusions, this study gives suggestions to education administration and school educators as well as possible follow up researches.
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