- 學位論文
國民小學校長道德領導、學校組織信任與教師工作投入之關係研究
A Study on the Relationship Among the Principals’ Moral Leadership, School Organizational Trust and Teachers’ Job Involvement in Elementary Schools
摘要
本研究旨在探究國民小學校長道德領導、學校組織信任及教師工作投入之現況、相關情形及其結構模式。研究方法為文獻分析與問卷調查法。研究對象為台灣地區國民小學教師，所得資料分別以描述性統計、獨立樣本t檢驗、單因子變異數分析、積差相關分析、SEM結構模式分析、bootstrap中介效果檢定等統計方法進行分析。主要研究結論如下：台灣地區教師對「校長道德領導」、「學校組織信任」以及「教師工作投入」皆具高度知覺；人口變項中，僅「職務」對校長道德領導與教師工作投入有顯著差異，在環境變項中，僅「所在區域」對學校組織信任有顯著差異；國民小學校長道德領導、學校組織信任與教師工作投入三者之間呈顯著正相關，且結構模式關係成立；學校組織信任在校長道德領導與教師工作投入之間發揮完全中介之作用。並據此建議教育主管機關宜培養具道德領導能力之校長、尊重教育現場需求及擴大參與管道、獎勵教師創新課程教學、建立校長專業形象與地位、整合各項評鑑降低非專業干擾。同時，建議校長宜提升決策公正品質、強化團隊互信氣氛、建立同理傾聽之夥伴關係、樹立專業權威地位、提振教師自我效能的尊榮感。要言之，應注重學校組織信任關係，以促進校長道德領導對教師工作投入之影響力。
並列摘要
This study is aimed to explore the current situation, correlation and structural models of the principals’ moral leadership, school organizational trust and teachers' job involvement in elementary schools. The research methods are literature review and questionnaire survey. The research objects are the teachers of elementary schools in Taiwan, and the data obtained were analyzed by descriptive statistics, independent sample t test, single factor anova, Pearson correlation analysis, structural equation modeling test, analysis of bootstrap mediation effect simulation. The main research conclusions are as follows: Teachers in Taiwan have a high degree of awareness of "principals’ moral leadership", "school organizational trust", and "teachers’ job involvement"; among the demographic variables, only "post" has a significant effect on the principals’ moral leadership and teachers’ job involvement differences, among environmental variables, only the "region" has significant differences in school organizational trust; there are significant positive correlations between the principals’ moral leadership, school organizational trust and teachers’ job involvement, and the structural model relationship is established; Organizational trust plays a full intermediary role between the principals’ moral leadership and the teachers’ job involvement. Based on this, it is suggested that the competent educational authorities should strengthen the principals’ ability to criticize morality, pay attention to teachers' needs and expand the participation, reward teachers for innovative curriculum teaching, establish the professional image and status of principals, and improve the schools’ operating efficiency. At the same time, it is recommended that the principal should improve the quality of decision-making fairness, strengthen the atmosphere of mutual trust in the team, establish a partnership of empathy listening, establish a professional authority position, and enhance the sense of honor of teachers' self-efficacy. In other words, we should focus on building trust relationships in school organizations to promote the influence of the principals’ moral leadership on teachers’ job involvement.