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題名:國民中學校長人格特質與領導行為關係之研究
作者:張婉玶
作者(外文):Chang,Wan-Ping
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:龔心怡
學位類別:博士
出版日期:2017
主題關鍵詞:領導行為學校權力結構教師專業成長工作滿意度學校組織氣氛人格特質leadership behaviorsschool power structureteachers’ professional developmentjob satisfactionschool organizational climatepersonality traits
原始連結:連回原系統網址new window
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本研究旨在探討國民中學校長人格特質與領導行為之關係,主要研究目的為建構國民中學校長領導行為的向度、分析現職國民中學校長之人格特質的向度、探討不同背景變項之國民中學校長人格特質與領導行為的差異情形及探究人格特質與國民中學校長領導行為之關係,以供主管教育行政機關、國民中學校長、有志於報考校長一職者及相關教育人員,作為未來改善校長校務領導之參考依據,以達到優質學校經營之成效。為達成研究目的,本研究根據文獻探討結果,提出研究架構與假設,編製「國民中學校長人格特質與領導行為」調查預試問卷,回收有效問卷共188份,經由因素分析與信度分析後修正成正式問卷,正式問卷調查共回收有效問卷388份,統計分析包括描述性統計、獨立樣本t考驗、單因子變異數分析、驗證性因素分析及結構方程模式等方法,獲得下述結論:(一)以現況而言,國民中學校長領導行為之學校權力結構中,以校長領導之權力運作作為之影響最深;教師專業成長之成效與否繫於校長支持態度;國民中學校長對於擔負校長職務具有高度的意願及認同其工作意義;國民中學校長對於學校之教師與學生間的相處情形感到良好。(二)國民中學校長知覺到其最具備親和性人格特質,較不傾向神經質人格特質。(三)不同年齡層之國民中學校長在其領導行為之「學校權力結構」及「工作滿意度」的知覺達顯著水準;在人格特質之「審慎性」及「神經質」亦達顯著水準。(四)不同最高學歷之國民中學校長在其領導行為在「學校權力結構」及「教師專業成長」達顯著水準;在「親和性」人格特質亦達顯著水準。(五)不同任職年資之國民中學校長在其領導行為之「學校權力結構」及「學校組織氣氛」達顯著水準;在「親和性」、「外向性」、「神經質」人格特質亦達顯著水準。(六)國民中學校長領導行為可由「學校權力結構」、「教師專業成長」、「工作滿意度」、「學校組織氣氛」等一階模式呈現。(七)人格特質中之「親和性」、「外向性」、「審慎性」、「神經質」及「開放性」大致上可預測國民中學校長領導行為;「親和性」、「外向性」、「審慎性」及「開放性」為正向預測,但「神經質」為負向預測。最後根據研究結果提出建議,提供未來校長校務領導及後續研究之參考。
This research aims to explore the relationship between public junior high school principals’ personality traits and leadership behaviors. The main purpose of this research is to construct dimensions of public junior high school principals’ leadership behaviors, to analyze the dimensions of the personality characteristics of current public junior high school principals, and to investigate the differences between public junior high school principals’ personality traits and leadership behaviors of different background variables, which put forward suggestions as future reference for educational administrative authority, junior high school principals, people interested in applying for the position of principal, and related educational staff to improve principal's school leadership behaviors and to achieve high-quality of school management. To achieve the purposes of the research, the researcher put forward research framework and hypotheses and compiled a pre-test, " public junior high school principals’ personality traits and leadership behaviors " according to the results of literature study. A total of 188 valid questionnaires were collected. After factor analysis and reliability analysis, the pre-test was revised into a formal questionnaire. A total of 388 valid formal questionnaires were collected. Statistical analyses include descriptive statistics, independent sample t-test, one-way ANOVA, confirmatory factor analysis and structural equation modeling. The following conclusions were obtained: first, among public junior high school principals’ leadership behaviors, the influence of power operation behaviors of principal's leadership is the most profound. In addition, the effectiveness of teachers' professional development depends on the support of principals; junior high school principals have a high degree of willingness to accept the duties of being principals and recognize their work significance; junior high school principals felt good about the relationship between teachers and students at school. Second, junior high school principals perceive that they possess agreeableness personality traits most, while they possess neurotic personality traits the least. Third, there were significant differences in age groups with respect to junior high school principals perceiving school power structure and job satisfaction and
perceiving conscientiousness and neuroticism personality traits. Fourth, there were significant differences in different educational background with respect to junior high school principals perceiving school power structure and teachers’ professional development and perceiving agreeableness personality traits are also significant. Fifth, there were significant differences in different job-years with respect to junior high school principals perceiving school power structure and school organizational climate and perceiving agreeableness, openness to experience and neuroticism personality traits. Sixth, public junior high school principals’ leadership behaviors can be presented by one-order factor of "school power structure," "teachers’ professional development," "job satisfaction" and "school organizational climate." Final, agreeableness, extraversion, conscientiousness, neuroticism and openness to experience personality traits can generally predict public junior high school principals’ leadership behaviors. Agreeableness, extraversion, conscientiousness, and openness to experience personality traits are positive predictors, while neuroticism personality traits are negative ones. According to the results of the research, suggestions are made to provide reference to school principals and further research.
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