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題名:國民小學學校領導社群及其相關因素與學校效能關係之研究
作者:連俊智
作者(外文):Jun-Zhi Lian
校院名稱:國立中正大學
系所名稱:教育研究所
指導教授:林明地
學位類別:博士
出版日期:2011
主題關鍵詞:學校領導社群校長轉型領導教師自我管理學校效能community of leadershipprincipals’ transformational leadershipteacher's self-managementschool effectiveness
原始連結:連回原系統網址new window
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本研究主要在於探討國民小學推動學校領導社群的現況。其次,探討校長轉型領導、教師自我管理、學校領導社群與學校效能間的關係,並比較不同程度校長轉型領導、教師自我管理、學校領導社群在學校效能的差異情形。最後,則是檢驗學校領導社群關係結構模式適配程度與進行集群分析。
本研究採用問卷調查法,以自編之「學校領導社群及其相關因素與學校效能研究問卷」為研究工具,以台灣地區公立國民小學教師為研究對象,進行分層隨機抽樣及立意抽樣。共抽取研究樣本933份,回收有效樣本636份,以平均數、標準差、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析、線性結構方程式、以及集群分析等統計方法,對研究資料進行分析後,獲致以下結論:
一、台灣地區國小教師對於學校領導社群整體情況屬於中上認知程度,其中以
建立社群的領導者、具有領導能力的社群與領導者的社群相對較高,而對
於社群領導認知程度相對較低。
二、台灣地區國小教師對於學校領導社群認知程度會因性別、擔任職務、學校所
在地區、學校規模之不同有顯著差異存在,以男性、擔任主任行政工作、
都會地區、12班以下學校之教師認知程度較高。
三、校長轉型領導與學校領導社群整體及各層面之間有顯著正相關。
四、教師自我管理與學校領導社群整體及各層面之間有顯著正相關。
五、學校領導社群與學校效能有顯著正相關,同時學校領導社群對於學校效能具
有解釋力,其中尤以領導者的社群層面最高。
六、不同程度校長轉型領導在學校領導社群與學校效能皆達到顯著差異性,校長
領導風格越趨向轉型領導,學校領導社群與學校效能的程度也越高,校長領
導風格對於學校領導社群的影響較其對學校效能的影響直接。
七、不同程度教師自我管理在學校領導社群與學校效能皆達到顯著差異性,教師
自我管理程度越高,學校領導社群與學校效能的程度也越高,教師自我管理
對於學校效能的影響較其對學校領導社群的影響直接。
八、校長轉型領導、教師自我管理、學校領導社群、與學校效能的關係結構模式
適配度達到指標標準。
九、樣本學校以校長轉型領導、教師自我管理、學校領導社群、與學校效能整體
與各層面指標程度分類,可彙整為動態整合學校、行政垂直學校、教師水平
學校、以及靜態固著學校等四類型,同時其對於學校效能也達到顯著差異
性。其中,以動態整合學校、教師水平學校二種類型所呈現的學校效能程度
最高。
最後,依據上述研究結論提出建議,供國民小學校長、教師、及教育行政機關後續研究參考。
A Study of Community of Leadership, Principal’s leadership style, teacher’s self-management and School effectiveness in Elementary School
Jun-Zhi Lian
Graduate Institute of Education, National Chung Cheng University
Abstract
The main purpose of the study was first to comprehend the actual condition among community of leadership of elementary school in Taiwan. Next, to explore the relationship among principals’ transformational leadership, teacher’s self-management, community of leadership, and school effectiveness. Further, to compare the variances of factors . Finally , to examine the relation structure fit measure and cluster analysis..
Survey research was conducted in this study. “A Questionnaire of Elementary School Community of Leadership, Principal’s leadership style, teacher’s self-management and School effectiveness” was used as the study tool. The subjects were 933 elementary school teachers from Taiwan, sampled according to random sampling and purposive sampling, Totally 636 copies of effective samples were collected. The data was analysis by mean, standard deviation, ANOVA, Pearson product-moment correlation, multiple regression analysis and AMOS. After generalizing the outcome of the study analysis, the conclusions were as follows:
1. Elementary school teachers’ perception of community of leadership was above average. And “community builder”, ‘community with leadership capability’, and “community of leaders” was the highest, “communities leadership” was lowest.
2. Significant differences were found on the part of elementary school teachers’
perception of community of leadership, given the consideration of demographic variations of the teachers’ gender, administrative duties, school scale and school location.
3. There were positive correlations between principals’ transformational leadership and
community of leadership
4. There were positive correlations between teacher’s self-management and
community of leadership
5. There were positive correlations between community of leadership and school effectiveness. The better community of leadership, school effectiveness increase. And having explanatory functions of school effectiveness from community of leadership ,and the ”community of leaders” is the most explanatory.
6. Significant differences were found on the part of community of leadership and school effectiveness, given the consideration of demographic variations of principals’ transformational leadership. There was higher degree in principal’s leadership style influence community of leadership than principal’s leadership style influence school effectiveness.
7. Significant differences were found on the part of community of leadership and school effectiveness, given the consideration of demographic variations of teacher’s self-management. There was higher degree in teacher’s self-management influence school effectiveness than teacher’s self-management influence community of leadership.
8. The “structural equation modeling of community of leadership, principals’
transformational leadership, teacher’s self-management and school effectiveness”
was mediocre fit.
9. Applying community of leadership, principals’ transformational leadership, teacher’s self-management and school effectiveness divides into four types of schools, and significant differences were found during these factors.
Lastly, according to the above research conclusions, some related suggestions were offered to be the reference for the educational administration authorities , elementary school principals, teachers, and the further studies.
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