臺北市國中校長服務領導與教師支持、學校效能之徑路模式探析

本研究旨在探討國中校長服務領導、教師支持、學校效能之徑路模式，並以臺北市為例，採用調查研究法，針對507位臺北市國中教師為研究對象，並就問卷回收資料進行驗證性因素分析、積差相關與結構方程模式分析。本研究主要結論有二：一、因素結構：（一）校長服務領導是一個二階五因素的因素結構，其初階因素有型塑願景、覺察倡導、真誠關懷、建立社群、賦權增能等五項；（二）教師支持是一個二階二因素的因素結構，其初階因素有同儕行為與親和行為等兩項；（三）學校效能是一個二階五因素的因素結構，其初階因素有社區參與、教師教學、學生學習、學校環境、行政溝通等五項；二、徑路模式：（一）教師支持與校長服務領導、學校效能皆有顯著正相關；（二）校長服務領導可藉由教師支持之部分中介進而正向預測其學校效能。本研究藉此結論提出校長領導及未來研究之建議以供參考。

關鍵字

校長服務領導；教師支持；學校效能

並列摘要

This study aims to explore the relationships among principal servant leadership, teacher support, and school effectiveness in junior high schools. It takes Taipei City as the scope of its research. The data was collected through questionnaires from 507 junior high teachers in Taipei, and analyzed by confirmatory factor analysis, product-moment correlation, and structural-equation modeling. The main conclusions of this study were as follows: A. Factor structures: (1) Principal servant leadership could be divided into vision, awareness & advocacy, concern, community, and empowerment. (2) Teacher support could be divided into peer behaviors and affinity behaviors. (3) School effectiveness could be divided into community participation, teaching, learning, environment, and administration. B. Path model: (1) Teacher support was positively correlated with principal servant leadership and school effectiveness. (2) Principal servant leadership could positively predict school effectiveness through the partial mediation of teacher support. This study provided some suggestions for principals’ leadership and future research.