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題名:國民中小學校長自我犧牲領導、組織信任、 教師追隨行為與教師自我效能之研究
作者:林吉城
作者(外文):LIN,CHI-CHEN
校院名稱:大葉大學
系所名稱:管理學院博士班
指導教授:洪福源
學位類別:博士
出版日期:2020
主題關鍵詞:校長自我犧牲領導組織信任教師追隨行為教師自我效能principals’ self-sacrifice leadershiporganizational trustteachers' follow-up behaviorteachers’ self-efficacy
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本研究主要驗證國民中、小學校長自我犧牲領導、組織信任、教師追隨行為及教師自我效能之關聯,以及評估組織信任、教師追隨行為在其關聯中之中介效果。本研究透過立意取樣選取40所國民中學抽取400位教師及40所國民小學抽取400位教師,共800名教師為研究對象。研究工具主要採「校長自我犧牲領導量表」、「組織信任量表」、「教師追隨行為量表」及「教師自我效能量表」等四份量表。統計分析採結構方程模型分析以探討校長自我犧牲領導、組織信任、教師追隨行為及教師自我效能之間的關係。本研究獲得以下結論:
一、不同教師背景變項各組間在校長自我犧牲領導有顯著差異。
男教師高於女教師。年齡51歲以上高於40歲以下。服務年資25年以上最高;擔任職務以教師兼主任最高;學校規模9班以下高於10-29班。
二、不同教師背景變項各組間在組織信任有顯著差異。
男教師高於女教師;年齡51歲以上高於40歲以下;最高學歷以大學修畢教育學程最高;擔任職務以教師兼主任最高。
三、不同教師背景變項各組間在教師追隨行為有顯著差異。
擔任職務上教師兼主任高於導師、專任教師及學校屬性國中高於國小。
四、不同教師背景變項各組間在教師自我效能有顯著差異。
年齡51歲以上顯著高於40歲以下;擔任職務教師兼主任最高;國小教師高於國中教師。
五、國民中、小學校長自我犧牲領導、組織信任、教師追隨行為以及教師自我效能之間存在顯著正相關。
六、國民中、小學校長自我犧牲領導透過組織信任對教師自我效能具有顯著中介效果。
The main purpose of this study was to examine the relationships among the self-sacrifice leadership, organizational trust, teachers' follow-up behavior, and teachers’ self-efficacy of primary and secondary school principals, and to analyze the mediation effects of organizational trust and teachers' follow-up behavior between the relationship of self-sacrifice leadership and teachers’ self-efficacy. The participants, a stratified sample of 800 teachers, 400 teachers from 40 secondary schools and 400 teachers from 40 primary schools in Taiwan were administered by the principal self-sacrifice leadership scale, organizational trust scale, teachers' follow-up behavior scale and teachers’ self-efficacy scale. Structural Equation Modeling was used for data analysis to explore the relationships among principal self-sacrifice leadership, organizational trust, teachers’ follow-up behavior and teachers’ self-efficacy.
This study concluded as follows:1.There were significant differences between different teachers’ attribute variables associated with self-sacrifice leadership of principals, of which male teachers’ was higher than females; that of teachers aged over 51 is higher than that below 40; that for teachers served over 25 years is the highest in service year attribute; that of director teachers is the highest in title attribute; and that of schools with less than 9 classes is higher than that with 10-29 classes in school scale attribute;2.There were significant differences between different teachers’ attribute variables associated with organizational trust, of which male teachers’ was higher than females; that of teachers aged over 51 is higher than that below 40; that of undergraduate teachers is the highest in education attribute; and that of director teachers is the highest in title attribute;3.There were significant differences between different teachers’ attribute variables associated with teachers’ follow-up, of which director teachers is higher than that of class-leading teachers; that of secondary school teachers is higher than that of primary school teachers in school attribute;4.There were significant differences between different teachers’ attribute variables associated with teachers’ self-efficacy, of which teachers aged over 51 is higher than that below 40; that of director teachers is the highest in title attribute; that of primary school teachers is higher than that of secondary school teachers in school attribute;5.There were significant, positive relationships between principal self-sacrifice leadership of primary and secondary school, organizational trust, teachers’ follow-up, and teachers’ self-efficacy;6.Principals’ self-sacrifice leadership of primary and secondary school has significant mediation effects between organizational trust and teachers’ self-efficacy.
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