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題名:國民小學校長正向領導、教師正向心理資本、教師組織承諾與學校效能關係之研究
作者:蔡琇韶
作者(外文):TSAI, HSIU-SHAO
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:鄭彩鳳
學位類別:博士
出版日期:2017
主題關鍵詞:校長正向領導教師正向心理本教師組織承諾學校效能positive leadership of principalspositive psychological capitals of teachersteachers’ organization commitmentschool effectiveness
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本研究乃是以全國國民小學教師為研究對象,探討校長正向領導、教師正向心理資本、教師組織承諾與學校效能知覺之關係,研究目的為瞭解國民小學校長正向領導、教師正向心理資本、教師組織承諾與學校效能關係的實際情況,並分析不同背景的國民小學教師在知覺上述變項間有無顯著的差異情形,進一步則探討變項間關係的關聯情形。
本研究以相關文獻探討建立理論、研究架構,並作為設計研究工具之依據,以調查研究法,針對全國2540所的國小教師作為施測對象,本調查問卷共寄出 864份,回收 692份,回收率為80%;扣除填答不全11份,共得有效問卷681份,可用率78.82%。施測工具為「校長正向領導、教師正向心理資本、教師組織承諾與學校效能問卷」,有效樣本資料以描述性統計、t考驗、單因子變異數分析,Pearson積差相關、典型相關及AMOS結構方程式等加以分析。
本研究獲得以下結論:
一、國民小學教師對校長正向領導屬中上程度,又以「營造正向氣氛」之知覺最高。
二、國民小學教師對正向心理資本屬中上程度,又以「希望」之知覺最高。
三、國民小學教師對教師組織承諾屬中上程度,又以「努力意願」之知覺最高。
四、國民小學教師對學效校能屬中上程度,又以「社區資源整合」之知覺最高。
五、男性、51歲(含)以上、兼任主任、女性校長、12班(含)以下之國民小學教師對校長正向領導具有較高知覺。
六、男性、51歲(含)以上、兼任主任之國民小學教師對正向心理資本具有較高知覺。
七、51歲(含)以上、研究所以上、兼任主任之國民小學教師對組織承諾具有較高知覺。
八、男性、51歲(含)以上、兼任主任之國民小學教師對學校效能具有較高知覺。
九、國民小學教師知覺校長正向領導、教師正向心理本、教師組織承諾的程度愈高,則學校效能的表現愈佳,呈現兩兩相關。
十、校長正向領導、教師正向心理資本及教師組織承諾在學校效能之間具有整體典型關係。
十一、國民小學教師知覺校長正向領導、教師正向心理資本、教師組織承諾與學校效能整體結構方程模式具有可接受的適配度。
十二、教師正向心理資本與教師組織承諾在校長正向領導與學校效能之間具有部分中介效果。
十三、國民小學教師在校長正向領導、教師正向心理資本、教師組織承諾與學校效能整體結構修正模式之影響路徑適合於不同規模的學校,且具有測量恆等性與跨群組效度。
最後根據研究結果提供具體建議,供教育行政機關、國民小學校長與後續相關研究參考。
This study intends to discuss the relationship among positive leaderships of elementary school principals, teachers’ psychological capital, teachers’ organization commitment and school effectiveness. The targeted population is all the elementary school teachers in Taiwan whose different backgrounds are also analyzed to see if there is significant difference and any further correlation among the above variables.
The frameworks and research instruments for this study are established on the basis of related research. The methodology adopted is survey research by distributing questionnaires to 2540 elementary school teachers. 864 questionnaires were given, with 681 valid ones (78.82%) and with 11 incompletely- responded ones. The valid samples were analyzed with descriptive statistics and inferential statistics of T-test, ANOVA, Pearson Product-moment correlation, and AMOS structural equation models.
The results are as follows:
1.The perceptions of elementary school teachers towards positive leaderships of principals are slightly above the medium. “Establishing positive atmospheres” is perceived the most.
2.The perceptions of elementary school teachers towards positive psychological capitals are slightly above the medium. ”Hope” is perceived the most.
3.The perceptions of elementary school teachers towards organization commitment are above the medium, too. ”Willingness to try” is perceived the most.
4.The perceptions of elementary school teachers towards school effectiveness are slightly above the medium. ”Integration of community resources” is perceived the most.
5.Males, those above the age of 51, adjunct division heads, female principals, and elementary school teachers in the schools with classes of 12 and below have more perceptions to positive leaderships of principals.
6.Males, those above the age of 51, and adjunct division heads are more perceptive to positive psychological capitals.
7.Those above the age of 51, those above graduate schools, and adjunct division heads have more perceptions to organization commitment.
8.Males, those above the age of 51, adjunct division heads, elementary school teachers in the schools with classes of 12 and below 12 have higher perceptions to school effectiveness.
9.There is a high correlation with school effectiveness among elementary school teachers’ perceptions of positive leaderships of principals, positive psychological capitals of teachers, and school organization commitment.
10.There is a typical relationship with school effectiveness found among positive leaderships of principals, positive psychological capitals of teachers, and school organization commitment.
11.Acceptable adaptability exists in the SEM mode among positive leaderships of principals, positive psychological capitals of teachers, school organization commitment and school effectiveness.
12.There is partial mediation effect of positive psychological capitals of teachers, and school organization commitment between positive leaderships of principals and school effectiveness.
13.The influence paths of elementary school teachers among positive leaderships of principals, positive psychological capitals of teachers, school organization commitment and school effectiveness are suitable for schools at different scales, and they have measurement invariance and cross-group validity.
The results above are to hopefully provide pedagogical suggestions for related school administrative organizations and elementary school principals and also directions for future research.
壹、中文部分
史賓賽‧強森、肯.布蘭查/著 譯者:李毓昭/譯 出版社:晨星 出版日期:2004年11月25日
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