公立高中職校長正向領導、教師學術樂觀與教師專業發展相關之研究

本研究係探討台灣公立高中職校長正向領導、教師學術樂觀與教師專業發展的現況，並探討不同背景變項之教師知覺校長正向領導、學術樂觀與專業發展的差異，亦探討校長正向領導、教師學術樂觀與專業發展的關係；此外，並進行各變項間之因果關係檢測，試圖建立理論模型。研究首先由文獻探討分析中，建立研究架構及理論基礎，並透過預試分析發展具良好信效度的「公立高中職校長正向領導、教師學術樂觀與教師專業發展」研究問卷；其次，以台灣公立高中職教師為母群體，依學校區域及學校規模採分層隨機抽樣方法進行樣本抽取，共計有526份有效問卷，有效回收率為64.54%；再次，運用SPSS 19與AMOS 24套裝統計軟體進行描述統計分析、差異分析、相關分析、預測分析及結構方程模式之檢驗，分析結果有以下重要結論：壹、台灣公立高中職教師對校長正向領導的知覺屬中高程度；貳、台灣公立高中職教師對學術樂觀的知覺屬中高程度；參、台灣公立高中職教師對專業發展的知覺屬中高程度；肆、不同背景變項的教師會對校長正向領導、學術樂觀與專業發展的知覺產生顯著差異；伍、校長正向領導、教師學術樂觀與教師專業發展有顯著正相關；陸、校長正向領導與教師學術樂觀可以預測教師專業發展；柒、教師學術樂觀具有校長正向領導與教師專業發展的完全中介效果；捌、校長正向領導、教師學術樂觀與教師專業發展的理論模型適配良好。最後，根據研究結果提出相關建議，俾提供教育行政機關、學校單位及後續研究之參考。

關鍵字

校長正向領導；教師學術樂觀；教師專業發展

並列摘要

The main purpose of this study is to explore the relationships among principals' positive leadership, teachers' academic optimism, and teachers' professional development in public senior and vocational high schools. Furthermore, the analyses of the different effects of different background factors are also discussed. In addition, an interactive model was constructed and confirmed, and some research conclusions and suggestions were offered. The research framework and theory were constructed after literature reviewing. A questionnaire entitled The Relationships Between Principals' Positive Leadership, Teachers' Academic Optimism, and Teachers' Professional Development in Public High Schools is applied to gather data from public high school teachers. The total of 526 questionnaires were received validly, which are chosen randomly from northern, central, southern, and eastern regions in Taiwan. The valid recovery rate is 64.54%. The data were analyzed in descriptive statistics, difference analysis, related analysis, predictive analysis and Structure Equation Modelling (SEM) by SPSS19 and AMOS24. The major findings of the research are as follows： 1.The overall perception of principals' positive leadership is moderately high. 2.The overall perception of teachers' academic optimism is moderately high. 3.The overall perception of teachers' professional development is moderately high. 4.There are significant differences in the principals' positive leadership, teachers' academic optimism, and teachers' professional development among teachers with different background variables. 5.There is a significantly positive correlation among the variables of principals' positive leadership, teachers' academic optimism, and teachers' professional development. 6.Both principals' positive leadership and teachers' academic optimism can predict teachers' professional development. 7.Teachers' academic optimism is the complete media for the relationship between principals' positive leadership and teachers' professional development. 8.The theoretic modeling among the principals' positive leadership, teachers' academic optimism, and teachers' professional development fits well. Finally, according to the research results, the recommendations were given to provide references for educational administration authorities, schools, and future studies.