- 學位論文
高職行政主管對校長衝突管理、認同程度及學校效能關係之研究
A Study on Relationships Among Principals’ Conflict Management, Principal Identification, and School Effectiveness from Administrative Heads’ Viewpoints at Senior Vocational Schools in Taiwan
摘要
既往研究已證實校長衝突管理與學校效能有關。本研究旨在驗證校長衝突管理係透過校長被認同的程度，進而與學校效能產生關聯；並探討高職行政主管對校長衝突管理、認同程度，及學校效能之現況。為實現研究目的，本研究採用問卷調查法，以我國101學年度155所公私立高職學校行政主管(處室主任、組長及科主任)為母群體，並藉由分層隨機抽樣法，抽取550位為樣本，以自編「高職校長衝突管理、認同程度及學校效能關係之研究」調查問卷為工具，於2013年4月至5月之間進行資料蒐集。本研究共回收有效問卷506份，有效回收率為92%；經進行統計分析驗證後，獲得下述重要結論： 一、學校校長「衝突管理」是透過校長被「認同程度」進而與「學校效能」產生關聯。 二、高職校長衝突管理五種方式中，採用「合作」及「妥協」可提升學校效能；若採取「逃避」會降低學校效能；選擇「競爭」及「順應」則對學校效能較無影響。 三、目前我國高職校長常採用的衝突管理方式為「合作」、「妥協」，少採用「競爭」、「逃避」、「順應」方式。 四、高職行政主管對服務學校校長，均表示高度的認同，其中校長在師生關係營造上受到部屬最高度的肯定。 五、高職學校行政主管對學校效能持肯定看法，對家庭社區與學校關係的經營最有信心。 六、高職校長之師生關係營造，並不會影響師生對學校效能的感受；但校長的個人特質和行為表現則會影響師生對學校效能的感受。 七、公立高職學校校長比私立高職學校校長在進行衝突管理時，更傾向採用「競爭」方式。 八、大型高職學校行政主管比小型高職學校行政主管更肯定校長的個人特質及學校學生學習之態度與表現。
並列摘要
The aim of this study was to verify the relationships among principals’ conflict management, principal identification, and school effectiveness from administrative heads’ viewpoints at senior vocational schools in Taiwan. This study employed questionnaire survey method to collect the research data. A self-administered instrument titled "Principals’ Conflict Management, Principal Identification, and School Effectiveness Survey Questionnaire" was used for gathering the research data. The study population was the directors who were in charge of administrative affairs of 155 senior vocational schools in Taiwan. A total of 550 subjects were selected via stratified random sampling from the target group during 2012 schooling year. Among them, 506 effective questionnires were collected. The effective questionnaire returned rate was 92%. The descriptive statistics, stepwise multiple regression analysis, Pearson correlation, partial correlation analysis were used for data analysis. According to the empirical data ananlysis, the major findings of this study are as follows: 1. Employing “principal identification” as mediating variable while setting “principals’ conflict management” as predicting variable and “school effectiveness” as predicted variable in the proposed cause-effect model, an effective path model is verified. 2. Using ‘cooperation’, ‘escape’, and ‘compromising’ methods under the “principals’ conflict management” dimension that perceived by the administrative heads’ at senior vocational schools as predictors can successfully predict “school effectiveness”. On the other hand, the ‘competition’, and ‘compliance’ methods in the “principals’ conflict management” dimension are useless in predicting “school effectiveness”. 3. The most preferred conflict management chosen by the principals of senior vocational schools are ‘cooperation’ and ‘compromising’ methods. However, taking ‘competition’, ‘escape’, and ‘compliance’ methods among conflict management are seldom adopted by the principals of senior vocational schools. 4. The “principal identification” that perceived by the administrative heads’ at senior vocational schools is high; and the most prevailing characteristics of the principals in the “principal identification” variable dimension, is ‘managing a warmly organization climate’. 5. The “school effectiveness” that perceived by the administrative heads’ at senior vocational schools is positively, and the most prevailing characteristics of the principals, in this dimension, is ‘managing a good school and community relationship’. 6. No significant correlation is founded between ‘school effectiveness’ and ‘cultivating of teacher-student relationship’. However, there is existed a strong correlation between ‘school effectiveness’ and ‘individual personality and behavioral performance’ of senior vocational school principal. 7. Selecting ‘competitive’ method as conflict management is much more preferred by the public senior vocational school principals than private school principals. 8. Large scale vocational school administrative heads’ are showing a strong awareness than small scale school administrative heads’ in the affirmation on ‘individual personality and behavioral performance of their principals’ and ‘students’ study attitudes and learning performances’.