國民小學校長道德領導、教師工作投入與學校效能之研究

The Study of Relationship Among Principal’s Moral Leadership, Teacher’s Job Involvement and School Effectiveness for Elementary School in Taiwan

王素貞(Su-Chen Wang)

指導教授 ： 翁福元

國立暨南國際大學/教育學院/教育政策與行政學系/博士(2014年)

https://doi.org/10.6837/NCNU.2014.00016

摘要

本研究旨在探討國民小學校長道德領導、教師工作投入與學校效能間之關係。針對臺灣地區之公立國民小學教育人員進行問卷調查，藉以暸解國民小學校長道德領導、教師工作投入與學校效能之現況，並分析不同背景變項之國民小學教育人員對校長道德領導、教師工作投入與學校效能知覺差異，同時進一步探討與分析其相關情形。
本研究採用問卷調查法，以臺灣地區2,586所公立國民小學校長與編制內合格教師為研究對象，選取學校總數的二十五分之一，約105所學校1304位教育人員作為樣本。回收問卷計有1018份，回收率為78.1％，有效問卷樣本數為999份，占回收率之98.1％。調查所得資料以描述性統計、獨立樣本t考驗、單因子變異數、皮爾森積差相關、階層迴歸等統計方法，進行分析與討論，歸納整理出以下結論：
1.國民小學教育人員對校長道德領導各層面與整體的知覺屬於「高」
的程度，其中以道德修為與道德關懷層面得分最高，道德批判層面
得分最低。
2.國民小學教育人員對教師工作投入各層面與整體的知覺屬於「高」
的程度，其中以工作認同層面得分最高，工作專注層面得分最低。
3.國民小學教育人員對學校效能各層面與整體的知覺屬於「高」的程
度，其中以教師教學品質層面的得分最高，以學生學習成效層面的
得分最低。
4.國民小學校長道德整體與各層面在受試者不同年齡、職務、學校規
模、學校位置、學校所屬區域等變項方面，知覺程度上有部分或全
部的顯著差異。
5.國民小學教師工作投入整體與各層面在受試者之不同性別、職務、
學校規模等變項方面，知覺程度上有部分的顯著差異。
6.國民小學學校效能整體與各層面在受試者之不同年齡、服務年資、
職務、學校規模、學校位置、學校所屬區域等變項方面，知覺程度
上有部分的顯著差異。
7.國民小學校長道德領導與教師工作投入整體與各層面彼此之間有顯
著正相關。
8.國民小學校長道德領導與學校效能整體與各層面彼此之間有顯著正
相關。
9.國民小學教師工作投入與學校效能整體與各層面彼此之間有顯著正
相關。
10.國民小學校長道德領導會透過教師工作投入對學校效能整體與分
層面產生預測力
根據上述研究結論，提出具體建議，提供教育行政機關、國民小學校長、國民小學教師及未來研究者作為參考。

關鍵字

國民小學校長 ； 道德領導 ； 工作投入 ； 學校效能 ； Sergiovanni

並列摘要

This purpose of this study aims at exploring the relationship amongst principal’s moral leadership, teacher’s job involvement, and school effectiveness. The main method applied in this study is questionnaire survey. The questionnaires entitled “The Survey on the Relationship amongst Principal’s Moral Leadership, Teacher’s job involvement, and School Effectiveness for Taiwan’s Primary Schools” were sent to public elementary school administrators and teachers in Taiwan in order to understand the relationship amongst principal’s moral leadership, teacher’s job involvement and school effectiveness, and to analyze the difference of the perception of the examinatees , and analyze the corelation amongst the principal’s moral leadership, teacher’s job involvement and school effectiveness.
There are 2586 elementary schools in Taiwan in 2014. The questionnaire was sent to 1 in every 25 of Taiwan’s elementary schools, which included 105 schools. 1304 educators from these school were recruited in this study. One thousand and eighteen questionnaires were returned, a response rate of 78.1%. After reviewing the questionnaires returned, 19 questionnaires could not be used, which left 999 questionnaires, a ratio of 98.1%. The data were analyzed by descriptive statistics, independent samples t-tests, ANOVA, Pearson correlations, and hierarchical regression method. The findings are shown as followings:
1.Elementary school personnel rated the various aspects of principal’s moral leadership highly. However, moral correction and moral concern were rated as the highest aspects, and moral criticism was rated as the lowest.
2.Elementary school personnel rated the various aspects of job involvement highly. However, job identity was rated as the highest aspect, and job involvement was rated as the lowest.
3.Elementary school personnel rated the various aspects of school effectiveness highly. However, they rated school quality highest, and student learning effectiveness lowest.
4.The ratings of principals’ moral leadership showed partially or totally significant differences within the variables of age, responsibility, school size, school location, and school district.
5.The ratings of teacher’s job involvement showed partially or totally significant differences within the variables of gender, responsibility, and school size.
6.The ratings of school effectiveness showed significant differences within the variables of age, years of experience, responsibility, school size, school location, and school district.
7.There is a significant positive correlation between the dimensions of elementary school principal’s moral leadership and teacher’s job involvement.
8.There is a significant positive correlation between the dimensions of elementary school principal’s moral leadership and school effectiveness.
9.There is a significant positive correlation between the dimensions teacher’s job involvement and school effectiveness.
10.Principal’s moral leadership can predict school effectiveness through teacher’s job involvement,therefore, teacher’s job involvement can be defined as the process variable.
Finally, according to the findings of this study, the author affords the helpful suggestions to educational administrators, elementary school principals, and future researchers for reference.

並列關鍵字

elementary school principal ； moral leadership ； job involvement ； school effectiveness ； Sergiovanni

參考文獻

潘慧玲（1999）。學校效能研究領域的發展。教育研究集刊，43，77-102。

張明輝（1998）。學校改革的研究內涵與學理基礎。教育研究集刊，40，1-21。

葉子超（2000）。道德領導在國民中小學教育之運用。教育行政雙月刊，1，23-29。

一、中文部份

丁志宏（2013）。雲林縣國民小學家長參與學校教育與學校效能關係