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題名:高中職校長倫理領導行為、教師正向心理資本與教師倫理行為關係之研究: 以學校倫理氣候為調節變項
作者:粘淑芬
作者(外文):Shu-Fen Nien
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:梁滄郎
學位類別:博士
出版日期:2015
主題關鍵詞:校長倫理領導行為教師正向心理資本教師倫理行為學校倫理氣候Principals’ Ethical Leadership BehaviorTeachers’ Positive Psychological CapitalTeachers’ Ethical BehaviorSchool’s Ethical Climate
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本研究目的旨在探討台灣地區高中職校長倫理領導行為、教師正向心理資本、學校倫理氣候為與教師倫理行為之影響,最後建構並驗證變數間之影響模式。
本研究採用問卷調查研究法,以台灣地區高中職正式教師為研究母群體,運用分層隨機抽取30所學校,有效樣本334位。研究工具為「高中職校長倫理領導行為量表」、「高中職教師正向心理資本量表」、「高中職教師倫理行為量表」以及「高中職學校倫理氣候量表」。所得之資料經描述性統計、階層廻歸分析及線性結構模式分析等統計方式,進行研究假設之考驗,並驗證模式之適配度。本研究經資料分析後得到下列六個重要結論:
一、教師對校長倫理領導行為、教師正向心理資本、學校倫理氣候與教師倫理行為之知覺良好。
二、部份不同背景高中職教師知覺校長倫理領導行為、教師正向心理資本、學校倫理氣候與教師倫理行為有差異存在。
三、校長倫理領導行為、教師正向心理資本、學校倫理氣候與教師倫理行為間均具有正向顯著影響。
四、校長倫理領導行為、教師正向心理資本、學校倫理氣候與教師倫理行為間整體模式適配度良好。
五、學校倫理氣候對校長倫理領導行為與教師倫理行為產生調節效果。
六、教師正向心理資本對高中職校長倫理領導行為與教師倫理行為產生部份中介效果。
This research aims to explore the influence of principals’ ethical leadership behaviors on school’s ethical climate, teachers’ positive psychological capital, and teachers’ ethical behaviors then to verify the model among variables in senior high schools.
This study adopted questionnaire survey to collect data. The population was teachers of senior high schools in Taiwan. A total of 344 valid data of questionnaire were collected from 30 schools which were selected by stratified random sampling. The instruments of this study were principals’ ethical leadership behaviors questionnaire, teachers’ positive psychological capital questionnaire, teachers’ ethical behaviors questionnaire, and schools’ ethical climate questionnaire in senior high schools. The collected data were analyzed by descriptive statistics, hierarchical regression, and structural equation modeling (SEM).
After data analysis, the six key conclusions of the study set forth below:
1. The implementation status of the ethical leadership behaviors of principals, teachers’ positive psychological capital, schools’ ethical climate and teachers’ ethical behaviors in senior high schools were good.
2. There were partial significant differences among principals’ ethical leadership behaviors, teachers’ positive psychological capital, schools’ ethical climate and teachers’ ethical behaviors.
3. There were positive significant effects among principals’ ethical leadership behaviors, teachers’ positive psychological capital, schools’ ethical climate and teachers’ ethical behaviors.
4. The model of the relationship of principals’ ethical leadership behaviors, teachers’ positive psychological capital, schools’ ethical climate and teachers’ ethical behaviors fitted the data well and definitely clarify the causal effects among variables.
5. Schools’ ethical climate as a moderating role in the relationship among principals’ ethical leadership behaviors and teachers’ ethical behaviors.
6. Teachers’ positive psychological capital as a mediating role in the relationship among principals’ ethical leadership behaviors and teachers’ ethical behaviors.
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