本研究旨在瞭解臺北市國民小學校長真誠領導、教師心理資本與教師組織承諾之現況,並分析不同背景變項之教師在知覺校長真誠領導、教師心理資本與教師組織承諾之差異情形,且探討三者之間的關係,最後藉由校長真誠領導與教師心理資本對教師組織承諾進行預測。 本研究採調查研究法,共計抽樣29所學校,發出524份問卷,回收476份有效問卷,問卷有效率達90.83%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論: 一、臺北市國民小學教師知覺校長真誠領導為中高程度,以「內化道德觀」之知覺程度為最高,「自我覺察」之知覺程度相對較低。 二、臺北市國民小學教師知覺教師心理資本為高程度,以「希望」之知覺程度為最高,「復原力」之知覺程度相對較低。 三、臺北市國民小學教師有中高程度之教師組織承諾表現,以「留職傾向」之表現為最高,「組織認同」之表現相對較低。 四、臺北市國民小學教師,因其性別、年齡、服務年資與學校規模之不同,而有不同的校長真誠領導知覺感受,以男性、30歲以下、服務年資5年(含)以下、26年(含)以上與學校規模13-36班之教師知覺程度較高。 五、臺北市國民小學教師,因其性別、年齡、擔任職務與服務年資之不同,而有不同的教師心理資本感受,以男性、30歲以下、擔任主任、服務年資26年(含)以上之教師知覺程度較高。 六、臺北市國民小學教師,因其性別、年齡、擔任職務與服務年資之不同,而表現出不同程度的教師組織承諾,以男性、30歲(含)以下、擔任主任、服務年資26年(含)以上之教師表現程度較高。 七、臺北市國民小學校長真誠領導、教師心理資本與教師組織承諾的知覺及各分層面,彼此之間具有正相關。 八、臺北市國民小學校長真誠領導對教師組織承諾具有預測作用,以「內化道德觀」的預測力最佳。 九、臺北市國民小學教師心理資本對教師組織承諾具有預測作用,以「樂觀」的預測力最佳。 十、臺北市國民小學校長真誠領導、教師心理資本對教師組織承諾具有預測作用,以「內化道德觀」的預測力最佳。 十一、「留職傾向」在臺北市國民小學校長真誠領導、教師正向心理資本對教師組織承諾整體預測力較低。 最後依據研究結果與結論,提出具體建議,以供教育行政機關、學校校長與教師以及未來研究的參考。
The purpose of this study was to investigate the current development of principal’s authentic leadership, teachers’ psychological capital, and teachers’ organizational commitment in elementary school of Taipei City, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ organizational commitment through principal’s authentic leadership and teachers’ psychological capital. Through the use of questionnaire survey method, data were collected from 29 elementary schools, distributing 524 questionnaires in total. Valid questionnaires of 476 were collected, with a usable rate of 90.83%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions of this study are as follows: 1.Elementary school teachers’ perception of principal’s authentic leadership is above average, especially in the dimension of “internalized moral perspective”. 2.Elementary school teachers’ perception of teachers’ psychological capital is good, especially in the dimension of “hope”. 3.Elementary school teachers’ perception of teachers’ organizational commitment is above average, especially in the dimension of “no turnover intention”. 4.There are significant differences in the elementary school teachers’ perception of principals’ authentic leadership in terms of gender, age, years of service, and scale of school. 5.There are significant differences in the elementary school teachers’ perception of teachers’ psychological capital in terms of gender, age, position, and years of service. 6.There are significant differences in the elementary school teachers’ perception of teachers’ organizational commitment in terms of gender, age, position, and years of service. 7.There is a positive correlation among the principals’ authentic leadership, teachers’ psychological capital, and teachers’ organizational commitment. 8.Principals’ authentic leadership and teachers’ psychological capital have a predictive effect on teachers’ organizational commitment.