國小校長正念領導對幸福感影響之研究： 以情緒智慧為中介變項

國小校長情緒智慧是影響校長正念領導對幸福感之重要中介變項。本研究旨在瞭解國小校長正念領導、情緒智慧與幸福感的現況，並探討上述三者的相關情形。研究方法為文獻分析、問卷調查法與訪談，研究對象為臺灣地區公立國民小學現職校長，以分層比例隨機抽樣方式，發出1000份問卷，回收812份，整體回收率為81.20%；其中有效問卷為671份，無效問卷141份，可用率為82.64%。問卷回收後分別以描述性統計、積差相關，以及結構方程模式等統計方法進行分析。研究結果發現國小校長正念領導現況達很高度知覺，其中以「關注正向」表現最佳。校長情緒智慧現況達高度知覺，其中以「社會覺察」表現最佳。校長幸福感現況達高度知覺，其中以「人際家庭的和諧」最佳。國小校長正念領導、情緒智慧與幸福感兩兩間呈現高度正相關；此外，國民小學校長正念領導、情緒智慧與幸福感之理論模式關係獲得支持，情緒智慧具有中介效果。本研究依據結論建議校長透過正念的領導模式，營造友善的學校邁向願景，激發執行力和創造力，並有效引導他人的領導力，進而改變學校風貌，建構以愛為中心之循環模式，培育良好的情感表達方式，提升自我管理智慧，進而引領大家邁向卓越。

關鍵字

校長正念領導；情緒智慧；幸福感

並列摘要

A principal’s emotional intelligence is an important mediator of the effect of his/her mindful leadership on the happiness. The objective of this study is to explore the current condition of elementary school principals’ mindful leadership, emotional intelligence, and happiness and their correlation using literature review and questionnaire survey. The research participants were incumbent principals of Taiwan’s public elementary schools. Adopting stratified proportional sampling, this study sent out a total of 1000 questionnaires, and 812 of these questionnaires were retrieved (the overall return rate = 81.20%). Among the retrieved questionnaires, 671 of them were valid, and 141of them invalid (the availability rate = 82.64%). Data collected from the retrieved questionnaires were analyzed by descriptive statistics, Pearson correlation, and structural equation modeling. The study results showed that mindful leadership was very highly perceived among the surveyed elementary school principals, especially in terms of mindful regards. Emotional intelligence was highly perceived among the surveyed principals, especially in terms of social awareness. The happiness was also highly perceived among the surveyed principals, especially in terms of interpersonal and family harmony. Among principals’ mindful leadership, emotional intelligence, and happiness these three factors, any two them were highly and mindfully correlated. In addition, the theoretical model depicting the relationship among principals’ mindful leadership, emotional intelligence, and happiness was supported, and emotional intelligence had a mediating effect. According to the result, this study suggested that to lead people toward excellence, school principals should adopt a mindful leadership, create a friendly vision supporting school advancement, stimulate executive power and creativity, and guide others developing their leadership for improving the school atmosphere, building a repeated cycle centering love, cultivating good expressions of affection, and enhancing the intelligence of self-management.