國民小學校長領導風格、教師溝通滿足與學校效能關係之研究－以臺南市為例

A Study of the Relationships among Primary School Principal Leadership Style, Teacher Communication Satisfaction and School Effectiveness－A Case of Tainan City

林盈男(Ying-Nan Lin)

共同指導教授 ： 李元墩 ； 陳璧清(Pi-Ching Chen)

長榮大學/管理學院/高階管理碩士在職專班(EMBA)/碩士(2011年)

https://doi.org/10.6833/CJCU.2011.00121

摘要

二十一世紀是知識經濟的時代，世界各國為提高國家競爭力，競相揮起教育改革的大旗，以提升教育品質。校長是學校的靈魂人物，教育改革之成功與否和校長之領導有密切關係。而教師是學效中各行政業務的基層推行者以及各領域課程的實際教學者，教師對組織溝通的滿足程度，對於學效整體效能的增進，必有相當的影響。故本研究主要在探討校長領導風格、教師溝通滿足及學校效能三者之間的關係，藉以提供給教育相關單位、人員以及未來研究者之參考。
本研究引用校長領導風格量表、教師溝通滿足量表以及學校效能量表，以量化問卷調查法為研究方式，對臺南市公立國民小學現職教師進行調查，共發出問卷726份，回收有效問卷582份，有效回收率為80%；再採取敘述性統計、獨立樣本ｔ檢定、變異數分析、皮爾森相關分析、迴歸分析等統計方法加以驗證本研究假設。
根據分析結果歸納出研究結論如下：
一、教師對於校長領導風格的知覺，會因性別、年齡、職務、學校規模的不同，而有顯著差異。
二、教師對於教師溝通滿足的知覺，會因年齡、職務、服務年資、學校規模的不同，而有顯著差異。
三、教師對於學校效能的知覺，會因性別、職務、學校規模的不同，而有顯著差異。
四、校長領導風格與學校效能之間有顯著正相關，且能產生顯著正向影響。
五、校長領導風格與教師溝通滿足之間有顯著正相關，且能產生顯著正向影響。
六、教師溝通滿足與學校效能之間有顯著正相關，且能產生顯著正向影響。
七、校長領導風格會透過教師溝通滿足之中介作用對學校效能產生正向影響。
最後就本研究之結論與管理意涵作深入探討，並呈現具體之研究貢獻與實務建議，以供教育相關單位、人員以及未來研究者參酌。

關鍵字

國民小學 ； 領導風格 ； 溝通滿足 ； 學校效能

並列摘要

In the current knowledge economy, most countries in the world are working on educational reforms to raise educational quality and national competitiveness. Educational progress involves the efforts of many different individuals in a school, including its principal and teachers. The principal is seen as the soul of the school whose leadership is closely linked to the results of educational reforms. Meanwhile, the role of teachers should not be overlooked, as they are assigned to work as administrative workers and class instructors. Their organizational satisfaction is bound to affect school effectiveness. Therefore, this study aimed to explore the relationships among school principal leadership style, teacher communication satisfaction and school effectiveness as a reference for both practitioners and researchers.
Taking a quantitative approach, this study adopted an inventory of school principal leadership style, an inventory of teacher communication satisfaction, and an inventory of school effectiveness to conduct a questionnaire survey of teachers from municipal primary schools in Tainan City. A total of 726 copies of the questionnaire were delivered, with 582 valid samples returned, representing a return rate of 80%. The data were analyzed by a variety of statistical methods, including descriptive statistics, independent-sample t-test, analysis of variance, Pearson correlation analysis, and regression analysis, to verify the hypotheses proposed in this study.
The results are as follows:
1. There are significant differences in the perception of school principal leadership style in terms of gender, age, position, and school scale.
2. There are significant differences in the perception of school principal leadership style in terms of age, position, service seniority, and school size.
3. There are significant differences in the perception of school effectiveness in terms of age, position, service seniority, and school size.
4. There are positive correlations between school principal leadership style and school effectiveness. School principal leadership style has a positive influence on school effectiveness.
5. There are positive correlations between school principal leadership style and teacher communication satisfaction. School principal leadership style has a positive influence on teacher communication satisfaction.
6. There are positive correlations between teacher communication satisfaction and school effectiveness. Teacher communication satisfaction has a positive influence on school effectiveness.
7. School principal leadership style has a positive influence on school effectiveness with the intervention of teacher communication satisfaction.

並列關鍵字

Primary School ； Leadership Style ； Communication Satisfaction ； School Effectiveness

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