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題名:國民小學校長彈性領導與學校競爭優勢關係之研究:以教師專業承諾及組織學習為中介變項
作者:陳秉筠
作者(外文):CHEN, PING-YUN
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:2020
主題關鍵詞:彈性領導專業承諾組織學習競爭優勢flexible leadershipprofessional commitmentorganizational learningcompetitive advantages
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本研究旨在探討國民小學校長彈性領導、教師專業承諾、組織學習與學校競爭優勢的關係。首先蒐集國內外文獻進行探討分析,以建立本研究之理論基礎、研究架構與問卷量表之編製與預試。據此發展出本研究工具「國民小學校長彈性領導、教師專業承諾、組織學習與學校競爭優勢」正式問卷。再以臺灣南部五縣市公立國民小學教師為研究對象,實施問卷調查,共100所學校,合計1032位教師為研究樣本,獲得979份有效問卷。問卷回收後,以描述性統計、獨立樣本 t 檢定、單因子變異數分析、皮爾森積差相關分析和線性結構方程模式等統計方法進行資料分析與討論,考驗各項研究假設,本研究所獲致之主要結論如下:
一、國小教師知覺校長彈性領導、教師專業承諾、組織學習與學校競爭優勢皆為中上等程度。其中分別以「成員導向領導行為」為最低;以「組織認同」為最低;以「系統思考」為最低;以「資源整合優勢」為最高。
二、男性、年資5年以下、兼主任、6班以下、校長年資2年以下之國小教師,對校長彈性領導普遍有較高知覺。
三、30歲以下、年資5年以下、兼主任之國小教師,知覺教師專業承諾較高。
四、男性、30歲以下、年資5年以下、兼主任、校長年資2年以下之國小教師,對組織學習有較高知覺。
五、男性、年資10年以下、兼主任或科任、6班以下、校長年資2年以下之國小之教師,對學校競爭優勢有較高知覺。
六、校長彈性領導、教師專業承諾、組織學習與學校競爭優勢間具正向關係。
七、校長彈性領導、教師專業承諾、組織學習可直接或間接提升學校競爭優勢。
八、校長彈性領導可透過教師專業承諾和組織學習更有效地提高學校競爭優勢。
九、校長彈性領導運用在不同學校規模及校長在校服務年資之國小效果相同。    本研究根據上述結論,並以研究者在教育現場觀察與經驗,分別就教育主管機關、國民小學校長、學校組織、教師和未來研究提出建議,做為參考。
Thestudy aims to explore the relationship among elementary school principals’ flexibleleadership, teacher’s professional commitment, organizational learning and school’scompetitive advantages. The study started by the domestic and abroad literaturereview to build theoretical basis and structure of the research, then designedthe questionnaire and made a pre-test. Accordingly, the formal questionnaire “Relationshipsamong elementary school principals’ flexible leadership, teacher’s professionalcommitment, organizational learning and school’s competitive advantages” wasconstructed and used as the research tool. The subjects were public elementaryschools’ teachers of the 2018 academic year in Southern Taiwan. Thequestionnaires were distributed to 1032 teachers in 100 schools and 979 copieswere valid. All data processing was analyzed by descriptive statistics,independent sample t test, one-way ANOVA, Pearson product-moment correlationand structural equation modeling with AMOS. The hypotheses were tested and thefindings were as follows:
1.    Elementary school teachers perceived amoderate-high level on principal’s flexible leadership, teacher’s professionalcommitment, organizational learning and school’s competitive advantages.Teachers received the lowest score respectively on “member-oriented leadershipbehaviors”, “organizational identity”, “systems thinking” and the highest scoreon “resource integration for benefits.”
2.    Elementary school teachers who were male, with5-year or less teaching experience, serving as directors, with 6 classes orunder, serving as principals with 2-year or less experience perceived more onprincipal’s flexible leadership.
3.    Elementary school teachers at the age of 30 orunder, with 5-year or less teaching experience, serving as directors perceivedmore on teacher’s professional commitment.
4.    Elementary school teachers who were male, at theage of 30 or under, with 5-year or less teaching experience, serving as directors,serving as principals with 2-year or less experience perceived more on organizationallearning.
5.    Elementary school teachers who were male, with 10-yearor less teaching experience, serving as directors or subject teachers, with 6classes or under, serving as principals with 2-year or less experienceperceived more on school’s competitive advantages.
6.    There were positive guiding effects among principal’sflexible leadership, teacher’s professional commitment, organizational learningand school’s competitive advantages.
7.    Principal’s flexible leadership, teacher’sprofessional commitment and organizational learning could directly andindirectly gain the school’s competitive advantages.
8.    Principal’s flexible leadership could effectivelygain the school’s competitive advantages through teacher’s professionalcommitment and organizational learning.
9.    Manipulating principals’ flexible leadership in differentschool scales and different principal’s in-service time had the same effects.Based on the above findings and the researcher's observation andexperience on site, some suggestions were provided for educationaladministrations, principals, school organizations, teachers and future researchas reference.
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