國民小學校長空間領導、教師知識分享與學校競爭優勢關係之研究

本研究旨在了解國民小學校長空間領導、教師知識分享與學校競爭優勢之現況，分析不同背景變項之教師在校長空間領導、教師知識分享與學校競爭優勢之差異情形，探討校長空間領導、教師知識分享與學校競爭優勢之相關情形，探究校長空間領導與教師知識分享對學校競爭優勢之預測力，並建構此三變項之結構方程模式及驗證教師知識分享之中介效果。　　本研究採用問卷調查法，所採用之校長空間領導、教師知識分享與學校競爭優勢問卷具有良好的信度與效度。以公立國民小學之教師為母群體，共計抽樣66所公立國民小學，發出1,256份問卷，回收有效問卷1,091份，回收有效率達86.86％。資料處理以描述性統計、ｔ檢定、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析及結構方程模型之統計方法加以分析與探討。　　本研究獲致結論如下：一、國民小學教師對校長空間領導的知覺程度現況屬中上程度，以「建構教育空間」表現最佳。二、國民小學教師對教師知識分享的知覺程度現況屬中上程度，以「分享學習機會」表現最佳。三、國民小學教師對學校競爭優勢知覺程度現況屬中上程度，以「組織能力優勢」表現最佳。四、男性校長、北部區域及12班（含）以下規模之國民小學教師，對校長空間領導知覺程度較高。五、女性教師、30歲（含）以下之教師、研究所碩博士畢業教師、10年（含）以下服務年資教師、兼任導師之教師、北部與東部及離島區域學校及12班（含）以下規模之學校，對教師知識分享知覺程度較高。六、30歲（含）以下之教師、10年（含）以下服務年資教師、東部及離島學校及25~36班規模學校，對學校競爭優勢知覺程度較高。七、校長空間領導、教師知識分享與學校競爭優勢整體彼此間具有中度至高度相關。八、校長空間領導與教師知識分享對學校競爭優勢具有預測力。九、國民小學校長空間領導、教師知識分享與學校競爭優勢的適配度良好。十、國民小學校長空間領導會透過教師知識分享間接影響學校競爭優勢，教師知識分享具有中介效果。　　最後，根據本研究結果，提出具體建議如下，以供教育行政人員與未來相關研究之參考：一、強化校園使用者共同參與之機會，凝聚對空間的認同與歸屬感，提升校長空間領導之成效。二、重視校長本身及學校規模與地區對空間領導之影響力。三、營造校園合適的空間場所與良好的教師氛圍，並提供行政支持，有助促進教師知識分享實踐。四、鼓勵男性、年長、年資長之教師經驗傳承與跳脫窠臼，提供兼行職教師之分享管道，有助促進教師分享表現。五、學校對於組織能力優勢可持續努力，並宜加強重視環境設施優勢之建構與發展及學校績效優勢的提升。六、強化資深、年長教師對學校競爭優勢之參與感與使命感，以提升學校競爭優勢。

關鍵字

校長空間領導；教師知識分享；學校競爭優勢

並列摘要

The purpose of this study is to understand the current situation of “principal’s space leadership”, “teachers' knowledge sharing” and “school competitive advantages” in elementary schools. The study is trying to analyize the above three variables by the different backgrounds of teachers and investigate the relationship of these three variables. Also, this study will attempt to estimate school school competitive advantages through principal’s space leadership and teachers' knowledge sharing, and try to construct the above three groups structural equation model between variables, and verify the intermediary effect of teachers' knowledge sharing. In the research method, the questionnaire survey method is adopted, and the questionnaire is compiled according to the literature and related scales. Taking the current teachers in elementary school as the mother group of the research, 66 schools were randomly selected in stratification, and 1,091 valid outcomes within 1,256 questionnaires, the effective rate reached 86.86％. All data were analyzed by the methods of descriptive statistics, t-test, one-way ANOVA, Pearson correlation, multiple stepwise regression analysis and structural equation modeling. The conclusions of this study are as follows: 1.The perception level of elementary school teachers on the principal's space leadership is at an upper-moderate level, with "constructing educational space" being the best. 2.The perception level of elementary school teachers on the teachers' knowledge sharing is at an upper-moderate level, with " share learning opportunities " being the best. 3.The perception level of elementary school teachers on the school competitive advantages is at an upper-moderate level, with " organizational advantage " being the best. 4.The elementary school teachers in “male principals”, “northern Taiwan”, and “class size is 12 or less” schools have a higher degree of awareness of the principal's space leadership. 5.The elementary school teachers in “female principals”, “under the age of 30 “, “graduate degree”, “with less than 10 years of service “, “class teacher”, “northern Taiwan, eastern Taiwan and offshore islands”, and “class size is 12 or less” schools have a higher degree of awareness of the teachers' knowledge sharing. 6.The elementary school teachers in “under the age of 30 “, “with less than 10 years of service “, “eastern Taiwan and offshore islands”, “class size between 25 to 36” schools have a higher degree of awareness of the school competitive advantages. 7.Principal's space leadership, teachers' knowledge sharing, and school competitive advantages are moderately to highly correlated with each other. 8.Principal's space leadership and teachers' knowledge sharing can predict school competitive advantages. 9.The theoretic modeling among the principal's space leadership, teachers' knowledge sharing, and school competitive advantages of elementary schools fits well. 10.Principal's space leadership of elementary schools could positively affect school competitive advantages through the mediate effect of teachers' knowledge sharing. Finally, based on the results of this study, the following specific recommendations are put forward for the reference of educational administrators and future related research: 1.Strengthen the opportunities for campus users to participate together, condense the recognition and sense of belonging to the space, and enhance the effectiveness of the principal's space leadership. 2.Attach importance to the influence of the principal, class size and region in space leadership. 3.Create a suitable space and a good atmosphere for teachers in school, and provide administrative support to help promote teachers' knowledge sharing practice. 4.Encourage male, older, and senior teachers to pass on their experience and break free from stereotypes, provide a sharing channel for teachers who serve as administrative positions, and help promote teachers’ sharing performance. 5.Schools should make sustainable efforts for the advantages of organizational capabilities, and should pay more attention to the construction and development of environmental facilities advantages and the improvement of school performance advantages. 6.Strengthen the sense of participation and mission of senior and older teachers in the school competitive advantages, so as to enhance the school competitive advantages.