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題名:國民小學校長轉型領導行為、教師工作投入及組織承諾與學校效能關係之研究
作者:郭正忠
作者(外文):KUO, CHEN-TSUNG
校院名稱:長榮大學
系所名稱:經營管理研究所
指導教授:李元墩
學位類別:博士
出版日期:2019
主題關鍵詞:轉型領導工作投入組織承諾學校效能國民小學transformational leadershipjob involvementorganizational commitmenteffectiveness of schoolelementary school
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本研究主要在探討國民小學校長轉型領導行為、教師工作投入及組織承諾與學校效能的關係。為達成研究目的,首先進行轉型領導、工作投入及組織承諾與學校效能的相關文獻分析,並發展調查問卷初稿,經過專家效度檢驗及預試後之項目分析及因素分析等過程,據以建構「國民小學學校狀況調查問卷」為工具。
隨後依學校所在地區分北區、中區、南區、東區及學校類別以分層比例隨機抽樣方式,抽取台灣地區之國民小學教師1050人與校長101人進行問卷調查。
本研究針對共同方法變異(CMV)問題的處理,採用自變數與依變數的測量來自不同受測者與使用不同測量工具,亦即本研究之正式問卷之「教師填答卷」為「校長轉型領導行為問卷」與「教師組織承諾問卷」;而「校長填答卷」為「教師工作投入問卷」與「學校效能問卷」。問卷調查所得資料以SPSS 22.0版及AMOS 21.0統計套裝軟體進行描述性統計析、t檢定、單因子變異數分析、逐步迴歸分析及結構方程模式分析(SEM)等統計方式加以分析,經研究主要發現如下:
一、校長轉型領導行為對教師工作投入有顯著正向影響。
二、校長轉型領導行為對教師組織承諾有顯著正向影響。
三、校長轉型領導行為對學校校能有顯著正向影響。
四、教師工作投入對學校校能有顯著正向影響。
五、教師組織承諾對學校效能有顯著正向影響。
六、教師工作投入對教師組織承諾有顯著正向影響。
七、教師工作投入於校長轉型領導行為與學校效能關係上有部分中介效果。
八、教師組織承諾於校長轉型領導行為與學校效能關係上無中介效果。
九、教師工作投入及組織承諾在校長轉型領導行為與學校效能關係上無序列中介效果。
十、校長轉型領導行為、教師工作投入及組織承諾與學校效能的結構方程模式有良好的適配度。
This study aims to discuss the relationship among elementary school principals’ transformational leadership behaviors, teachers’ job involvement, organizational commitment and effectiveness of school. To achieve the research objective, studies on the correlations among transformational leadership, job involvement and organizational commitment, and effectiveness of school are analyzed to develop the first draft of the questionnaire. With experts’ validity test, item analysis after the pretest, and factor analysis, the “elementary school condition survey” is constructed as the tool. Schools located in north area, central area, south area, east area as well as school categories are randomly sampled with stratified proportion, and total 1050 teachers and 101 principals of elementary schools in Taiwan area are preceded the questionnaire survey.
Aiming at common method variance (CMV) problems, independent variables and dependent variables are measured with various subjects and different measuring tools, i.e. the formal “teachers’ questionnaire” of “principal transformational leadership behavior questionnaire” and “teachers’ organizational commitment questionnaire”, and “principals’ questionnaire” of “teachers’ job involvement questionnaire” and “effectiveness of school questionnaire”. The questionnaire survey data are analyzed with SPSS 22.0 and AMOS 21.0, including descriptive statistics analysis, t test, one-way analysis of variance, stepwise regression analysis, and structural equation model (SEM). The research findings are summarized as below.
1. Principals’ transformational leadership behaviors show significantly positive effects on teachers’ job involvement.
2. Principals’ transformational leadership behaviors reveal
remarkably positive effects on teachers’ organizational commitment.
3. Principals’ transformational leadership behaviors present notably positive effects on effectiveness of school.
4. Teachers’ job involvement appears significantly positive effects on effectiveness of school.
5. Teachers’ organizational commitment shows remarkably positive effects on effectiveness of school.
6. Teachers’ job involvement reveals notably positive effects on teachers’ organizational commitment.
7. Teachers’ job involvement presents partially mediation effects on the relationship between principals’ transformational leadership behaviors and effectiveness of school.
8. Teachers’ organizational commitment does not appear mediation effects on the relationship between principals’ transformational leadership behaviors and effectiveness of school.
9. Teachers’ job involvement and organizational commitment do not show sequential mediation effects on the relationship between principals’ transformational leadership behaviors and effectiveness of school.
10. Principals’ transformational leadership behaviors, teachers’ job involvement, organizational commitment and effectiveness of school reveal favorable goodness-of-fit in the structural equation model.
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