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題名:高級中等學校校長正向領導、教師關係認同、教師工作投入與教師建言行為之關係研究
作者:柯銘祥
作者(外文):Ko, Ming-Hsiang
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:2017
主題關鍵詞:校長正向領導教師關係認同教師工作投入教師建言行為中介效果positive leadershiprelational identificationwork engagementvoice behaviorsmediation effect
原始連結:連回原系統網址new window
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摘 要
本研究旨在探討高級中等學校校長正向領導、教師關係認同、教師工作投入與教師建言行為之關係。使用問卷調查法對臺灣公立高級中等學校教師進行分層隨機叢集抽樣,抽取42校共985名受試者進行問卷調查,有效問卷計786份,有效回收率79.80%。所得資料以SPSS及AMOS統計軟體分析,並使用平均數、標準差、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關、多元迴歸分析及結構方程模式等,做為主要的統計分析方法。
依據資料分析與討論的結果,歸納出以下具體結論:
壹、不同背景變項在校長正向領導、教師關係認同、教師工作投入與教
師建言行為等知覺有顯著差異。
貳、校長正向領導、教師關係認同、教師工作投入與教師建言行為之間
具有顯著正相關。
叁、校長正向領導、教師關係認同、教師工作投入與教師建言行為之間
具有顯著預測力。
肆、教師關係認同在校長正向領導、教師工作投入與教師建言行為之間
具有主要中介效果。
最後,依據研究結論,提出對教育行政主管機關、對高級中等學校校長以及對後續相關研究之建議。
關鍵詞:校長正向領導、教師關係認同、教師工作投入、教師建言行
為、中介效果
Abstract
This study attempted to explore the relationship among principals' positive leadership, teachers’ relational identification, teachers’ work engagement and teachers’ voice behaviors in senior high schools. Questionnaire survey was used in this study. The population was public senior high school teachers in Taiwan. With stratified cluster sampling, a total of 985 questionnaires to 42 schools were distributed, and 786 valid questionnaires were retrieved with the response rate at 79.80%. The acquired data was analyzed by using SPSS and AMOS with statistical methods of mean, standard deviation, independent-sample t test, one-way analysis of variance (ANOVA), Pearson correlation analysis, multiple stepwise regression analysis and structural equation modeling (SEM), etc.
Based on the analytical results, the conclusions were as below:
1. The effects of different teachers' background variable
on teachers' perceptions of principals' positive
leadership, teachers’ relational identification,
teachers’ work engagement and teachers’ voice
behaviors were statistically significant.
2. The correlations among principals' positive
leadership, teachers’ relational identification,
teachers’ work engagement and teachers’ voice
behaviors were positive.
3. Principals' positive leadership, teachers’ relational
identification, teachers’ work engagement and
teachers’ voice behaviors showed a positive prediction
significantly.
4. Teachers’ relational identification among principals'
positive leadership, teachers’ work engagement and
teachers’ voice behaviors had mediation effect.
According to the conclusions above, some suggestions were provided for educational administrative institutions, principals in senior high school and researchers in the future.
Keywords : positive leadership, relational
identification, work engagement, voice
behaviors, mediation effect
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