- 學位論文
國民小學校長正向超越領導、教師堅韌力與學校創新擴散關係之研究
A Study of the Relationship among Principals’ Positively Deviant Leadership, Teachers’ Resilience and Schools’ Innovation Diffusion in Elementary Schools
摘要
本研究旨在了解台灣地區國民小學校長正向超越領導、教師堅韌力與學校創 新擴散的現況、差異及其關係，以及驗證其整體關係模式。本研究以問卷調查為 主及訪談為輔之方法進行研究，以自編的「國民小學校長正向超越領導、教師堅 韌力與學校創新擴散」調查問卷，採分層隨機抽樣方式進行施測，調查對象為臺 灣地區國民小學的教育人員，包含校長、教師兼行政，以及級（科）任教師，共 發出1,111 份問卷，回收率78.5%，有效樣本共755 份。問卷回收後分別以項目分析、敘述統計、獨立樣本t 考驗、單因子變異數分析、積差相關，以及結構方程模式等統計方法進行分析，並且編製訪談大綱，訪談七位臺灣地區國民小學的教育人員，根據研究結果與分析歸納，獲致以下主要結論： 國民小學教育人員對校長正向超越領導、教師堅韌力、學校創新擴散之現況 知覺良好，均達中高度知覺。不同的性別、學歷、年資、職務、學校地區、學校 規模在國民小學校長正向超越領導、教師堅韌力與學校創新擴散上大多具有顯著 差異。國民小學「校長正向超越領導」、「教師堅韌力」與「學校創新擴散」兩兩 之間具有高度正相關。驗證研究理論關係模式獲得支持，並且教師堅韌力具有部 分中介效果。 研究結果顯示校長正向超越領導、教師堅韌力與學校創新擴散之現況良好， 三者之間具相關性，且影響關係模式適配度良好。雖然校長正向超越領導對於學 校創新擴散有顯著之直接影響效果；但是當校長正向超越領導透過教師堅韌力之 中介作用亦能對學校創新擴散產生影響，其影響效果也相對提高許多。本研究建 議校長實施正向超越領導，培養教師堅韌力，進而能提升學校創新擴散。研究者 根據研究結論提出相關建議，以供教育單位及人員參考。
並列摘要
This study aimed to understand the current condition, difference and relationship of the principals' positively deviant leadership, teachers' resilience, and the schools' innovation diffusion in Taiwan and to verify the overall relationship model. Questionnaire and the interview were used in this research. The self-compiled questionnaire of "elementary school principals' positively deviant leadership, teachers' resilience and schools' innovation diffusion" was adopted to educators from elementary schools in Taiwan by stratified random sampling, including principals, teachers, administrators, and classroom teachers. Totally, 1,111 questionnaires were distributed and 755 questionnaires were ffective, with the response rate of 78.5%. After retrieving the questionnaires, item analysis, descriptive statistics, t-test, one-way ANOVA, product-moment correlation, and structural equation modeling were analyzed. In addition, seven educators from elementary schools in Taiwan were interviewed based on the designed interview outline. The conclusions were well obtained in accordance with the results and analyses: Educators from elementary schools had the medium-to-high perception of principals' positively deviant leadership, teachers' resilience and schools' innovation diffusion. Significant difference was found in principals' positively deviant leadership, teachers' resilience and schools' innovation diffusion between genders, level of education, seniority, positions, school districts, and school sizes. There were high positive correlation between elementary school principals' positively deviant leadership, teachers' resilience and schools' innovation diffusion. The relationship model was improved to be supported and showed partial intermediary effect on the teachers' resilience. According to the result of the research, elementary school principals' positively deviant leadership, teachers' resilience and schools' innovation diffusion were in good condition and showed positive correlation. In addition, the relationship Model was well available. The principals' positively deviant leadership showed a significantly direct influence on schools' innovative diffusion, but such a schools' innovation diffusion was increased through the intermediary role of teachers' resilience. It was recommended that both principals perform positively deviant leadership and cultivate teachers' resilience could improve schools' innovation diffusion. The suggestion from this study could be provided to the education agencies and educators based on the conclusion of the research.