本研究主要是探討教師領導行為與學生人格特質及學生學習成就間之影 響,以及各構面相互之關係為本研究之主題,並依據研究結果說明及探討本研究之結論、限制與建議。 本研究係以問卷進行調查,以高雄市美濃區的九所國民小學六年級學生作為樣本,總計共15班,發出問卷共計 311份,共回收 310 份,310 份有效問卷之資料,以 SPSS 22.0 統計軟體加以分析,其中包括信度分析、因素分析、描述性統計、層級迴歸分析等方法。經實證分析結果顯示如下:(一)教師領導行為與學生學習成就具有顯著關係;(二)學生人格特質與學生學習成就具有顯著關係。(三) 學生人格特質對教師領導行為與學生學習成就不具有干擾效果。 另外本研究依據研究結論對教育者提出以下建議:(一)教師積極介入的領導行為,以提升學生學習成就;(二)落實多元發展、適性揚才的理念;(三)教師對學生學習成就極具影響力。
This study was to investigate the behavior of teachers and student leadership and personality traits influence students' learning theme among the achievements, as well as the relationship between the various facets of this study, and based on research results suggest that the conclusions of this study and discussion, limitations and recommendations. In this study, a questionnaire-based surveys to Meinong District Kaohsiung nine nationals sixth grade students as a sample, a total of 15 classes, issued a total of 311 questionnaires, 310 were returned copies, 310 valid questionnaires of information to SPSS 22.0 statistical software to analyze, including reliability analysis, factor analysis, descriptive statistics, hierarchical regression analysis. By empirical results show as follows :(1) Teacher Leadership Behavior and student achievement has a significant relationship; (2) Student personality traits and student achievement has a significant relationship. (3) Students' personality on Teacher Leadership Behavior and student achievement has no interference effect. In addition the study based on research conclusions of educators following recommendations :(1) Teachers actively involved in leadership behavior to improve student achievement; (2) The implementation of diversified development, adaptive Yang was the idea; (3) Teachers on student learning achievement influentia.