國小教師領導類型、班級組織氣候與學習滿意度之研究－以高雄市為例

A Research on Elementary School Teacher's Leadership, Class Climate, and Student's Learning Satisfactory: The Elementary Schools in Kaohsiung City as an Example

李清榮

《工業科技教育學刊》 4期 (2011/10) Pp. 1-8

https://doi.org/10.6306/JITE.2011.4.1

摘要

本研究旨在探討國小教師領導型態、學生班級組織氣候、學生學習滿意度之關係。研究目的在瞭解國小教師領導類型，班級組織氣候、學習滿意度的實際情形及探討不同學生背景變項之國小教師領導類型，班級組織氣候、學習滿意度上的差異情形。其次探討國小教師領導類型，班級組織氣候、學習滿意度三者的關係。本研究得到以下結論：國小學生意識教師領導類型以「鼓勵」最常使用，「表現」其次，「控管」最少。國小學生知覺之班級組織氣候普通良好。國小學生學習滿意度尚屬滿意。班級人數少、年紀輕、年資少之國小教師有較佳之教師領導方式。國小教師領導類型與學習滿意度有顯著正相關。國小學生良好學習滿意度，對教師領導有其正面影響。國小教師領導類型與班級組織氣候對學習滿意度能做有效預測力。

關鍵字

國小學生 ； 教師領導類型 ； 班級組織氣候 ； 學習滿意度

並列摘要

The research aims to discuss the relationship among elementary school teacher's leadership, student's class climate, and student's learning satisfactory. The purpose of this research, moreover, attempts to elucidate the real situation of elementary school teacher's leadership, student's class climate, and student's learning satisfactory. Secondly, the research explores the relationship among elementary school teacher's leadership, student's class climate, and student's learning satisfactory. The tentative conclusion can be as follows: ”encouragement” is a most frequently used strategy, then ”demonstration,” and then ”control” in teacher's conscious leadership. Students' perception in class climate is generally positive; student's learning satisfactory is good. Teacher's leadership will be better on the teachers who are young with less student number and less teaching years. Teacher's leadership and learning satisfaction prove to be significantly positive. Student's good learning satisfaction proves positive for teacher's leadership. Teacher's leadership and class climate, furthermore, prove predictable to student's learning satisfaction.

並列關鍵字

elementary school student ； teacher's leadership ； class climate ； learning satisfaction