臺北市國民中學校長真誠領導、教師心理賦權與學校創新經營效能關係之研究

A Study of the Relationships among Secondary School Principals' Authentic Leadership, Teachers’ Psychological Empowerment and Effectiveness of School Innovation Management in Taipei City

許峻偉(Hsu Chun-Wei)

指導教授 ： 秦夢群

國立政治大學/教育學院/教育行政與政策研究所/碩士(2022年)

https://doi.org/10.6814/NCCU202200290

摘要

本研究旨在瞭解臺北市國民中學教師知覺校長真誠領導、教師心理賦權與學校創新經營效能之現況。並分析不同背景變項之國民中學教師在知覺校長真誠領導、教師心理賦權與學校創新經營效能之差異情形以及探討校長真誠領導、教師心理賦權與學校創新經營效能之關係，最後探究校長真誠領導、教師心理賦權對學校創新經營效能之預測力分析。
本研究採問卷調查法，共計抽樣56所學校，發出530份問卷，回收442份問卷，經篩選後，共有406份有效問卷。問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關與多元逐步迴歸分析等統計方式進行分析與探討。
本研究結果獲致以下之結論：
一、臺北市國民中學教師於校長真誠領導、教師心理賦權與學校創新效能皆屬高程度知覺
二、不同「性別」、「年齡」、「服務年資」、「教育程度」與「學校規模」之臺北市國民中學教師於知覺校長真誠領導具有差異。
三、不同「性別」、「年齡」、「服務年資」、「現任職務」與「學校規模」之臺北市國民中學教師於知覺教師心理賦權具有差異。
四、不同「性別」、「年齡」、「服務年資」、「教育程度」與「學校規模」之臺北市國民中學教師於知覺學校創新經營效能具有差異。
五、臺北市國民中學校長真誠領導、教師心理賦權與學校創新效能間整體與各構面皆為正相關。
六、臺北市國民中學校長真誠領導與教師心理賦權對學校創新效能具有預測力。
最後依據本研究結果與結論，提出具體建議，以供教育行政機關和學校校長及未來研究的參考。

關鍵字

校長真誠領導 ； 教師心理賦權 ； 學校創新經營效能

並列摘要

The purpose of this study was to investigate the current development of secondary school principals' authentic leadership, teachers’ psychological empowerment and effectiveness of school innovation management in 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 school innovation management through principals' authentic leadership and teachers' psychological empowerment.
Through the use of questionnaire survey method, data were collected from 56 secondary schools, distributing 530 questionnaires in total. Valid questionnaires of 406 were collected. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way-ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis.
The conclusion of this study are as follows:
1.Secondary school teacher's perception of principals' authentic leadership, teachers’ psychological empowerment and effectiveness of school innovation management are all above average.
2.There is significant difference in the Secondary school teacher's perception of principals' authentic leadership in terms of gender, ages, years of service, educational background, and scale of school.
3.There is significant difference in the Secondary school teacher's perception of teachers’ psychological empowerment in terms of gender, ages, years of service, position, and scale of school.
4.There is significant difference in the Secondary school teacher's perception of school innovation management in terms of gender, ages, years of service, educational background, and scale of school.
5.There is a positive correlation among principals' authentic leadership, teachers’ psychological empowerment and effectiveness of school innovation management.
6.Principals' authentic leadership and teachers’ psychological empowerment have a predictive effect on school innovation management.

並列關鍵字

Principals' authentic leadership ； Teachers’ psychological empowerment ； School innovation management

參考文獻

Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory for community psychology. American Journal of Community Psychology, 15(2), 121-148. doi:10.1007/BF00919275

Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An “interpretive” model of intrinsic task motivation. Academy of Management Review, 15(4), 666-681. doi:10.5465/amr.1990.4310926

Treviño, L. K., Hartman, L. P., & Brown, M. (2000). Moral person and moral manager: How executives develop a reputation for ethical leadership. California Management Review, 42(4), 128-142. doi:10.2307/41166057

壹、中文部分

丁振豐（2000）。動機理論。載於劉真（主編），教育大辭書。取自http://terms.naer.edu.tw/detail/1309154/。