臺北市優質學校校長領導行為之研究－以中等學校為例

A Study on the Leadership Behavior of School Principals in Taipei Quality School－With the Example of Middle Schools

柯麗萍(Li-ping Ko)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2008年)

https://doi.org/10.6841/NTUT.2008.00533

摘要

本研究旨在探討臺北市中等學校優質學校校長領導行為之研究。研究目的包括：探討臺北市中等學校優質學校校長本人、校內教師與校外家長，對優質學校校長領導行為感受之差異以及探討不同背景教師與家長，對臺北市中等學校優質學校校長領導行為之感受程度。 為達成上述目的，本研究採用「調查研究法」來進行研究，以臺北市11所中等學校優質學校之校長、主任、組長、專任教師、導師以及家長等為研究對象，本研究發出問卷209份，回收189份，回收率90.4％。本研究使用工具為自編之「臺北市中等學校優質學校校長領導行為之調查問卷」，除了受試者基本資料外，包含兩分量表，分別是「臺北市中等學校優質學校校長關懷領導行為」與「臺北市中等學校優質學校校長倡導領導行為」問卷。在資料的統計分析方面採用算數平均數、標準差、t 考驗、單因子變異數分析、Scheff’e事後比較等方法。根據研究發現，歸納本研究結論如下： 本研究主要結論如下： 一、臺北市中等學校獲選為優質學校的校長都採用「高倡導、高關懷」的領導行為，其中倡導行為高於關懷行為。 二、比較臺北市中等學校獲選為優質學校的校長、家長及教師三者對校長領導行為的感受，校長比家長更認為他們的領導行為屬「高倡導、高關懷」，而教師對校長「高倡導、高關懷」領導行為的感受為三者中最低。 三、臺北市中等學校獲選為優質學校的家長與教師，年齡愈高者愈認為他們校長領導行為屬「高倡導、高關懷」；其他不同性別、服務年資、教育程度、學校班級規模，都無顯著差異。 四、臺北市獲選為優質學校的國中家長及教師比高中家長及教師更認為他們校長的領導行為屬「高倡導、高關懷」 五、在關懷行為方面，臺北市中等學校獲選為優質學校的教師及家長對校長「平時為人親切溫馨、同理友善」的感受程度最高，「經常支持教師的專業知能發展與教學工作」的感受次高；而對校長「會利用課餘時間與學校組織成員相互溝通」的感受最低。 六、在倡導行為方面，臺北市中等學校獲選為優質學校的教師及家長對校長「會致力於發展、形塑學校的特色」的感受程度最高，「會重視校內外比賽，經常給予激勵與支持」的感受次高；而對校長「會積極規劃學校組織成員的專業進修與研習計畫」的感受最低。

關鍵字

優質學校 ； 領導行為

並列摘要

This study is focused on the leadership behavior of school principals in high-performance middle schools in Taipei City. The main purposes of the study are as follows: To examine the leadership behavior of school principals, school teachers and student parents for the leadership of school principals in high-performance middle schools in Taipei City. To study any effects of teachers and student parents with different backgrounds on the perception of school principal’s leadership in high-performance middle schools in Taipei City.
To achieve the above purposes, the study adopts the "survey research method" for the data analysis. Subjects arranged for our study include school principals, directors, section heads, full-time teachers, mentors and student parents of 11 high performance middle schools in Taipei City. A total of 209 questionnaires are sent out to subjects, from which 189 are returned with answered questionnaires, representing 90.4% recovery rate.
The research tool for this study is the self-designed "Questionnaire for studying the leadership of school principals in high-performance middle schools in Taipei City." In addition to the collection of basic data from the subjects, two other measurement forms are included, which are "Care for the leadership of school principals in high-performance middle schools in Taipei City" and " Support for the leadership of school principals in high-performance middle schools in Taipei City, " respectively.
In the statistical analysis of collected data, statistical methods such as arithmetic averaging, standard deviation, t-test, one-way ANOVA analysis, Scheff's test, etc, are employed for data analysis. Base on the research results, the findings of this study are summarized with the following conclusions:
The main conclusions are as follows:
1.The leadership styles of school principals in Taipei City high-performance middle schools are recognized as "high-support” and “high-caring" types, and the high-support type was used more frequent than the high-caring type.
2.From the aspect of school principals themselves, school teachers and school parents, teachers have the lowest awareness for the leadership of school principals in high-performance schools.
3.From the school parents and school teachers in Taipei City high-performance middle schools, the age are had significant influence on the leadership styles of school principals, but the different gender, the years of service, the level of education, and the class size do not have any significant influences.
4.From the aspect of the junior high school parents and school teachers are more recognized their school principals as “high-support” and “high-caring” types than the High School parents and school teachers.
5.In the aspect of caring behaviors, the school teachers and school parents in Taipei City high-performance middle schools have highest awareness in the option of “be kind and empathetic to others at the usual time”, “support teacher’s professional knowledge and teaching skill” in the second and “use the spare time to communicate with the school organizational members” is the lowest for the principals.
6.In the aspect of support behaviors, the school teachers and school parents in Taipei City high-performance middle schools have highest awareness in the option of “be devoted to develop and shape the school’s trait”, the second is “put emphasis on the inside or outside the school‘s contests, and give some inspiration and support for the school members”, and the last is “be active plan the continuing professional development and seminar for school organizational members”.

並列關鍵字

high-performance school ； leadership behavior

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