國民小學校長真誠領導、組織公平與集體教師效能感關係之研究-以桃園縣為例

A Study on the Relationships among Elementary School Principals’ Authentic Leadership, Organizational Justice and Collective Teacher Efficacy: Taoyuan County as an Example

呂靜昀(Chin-Yun Lu)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000401

摘要

本研究旨在探討桃園縣國民小學校長真誠領導、組織公平與集體教師效能感之現況，並分析不同背景變之差異、相關與預測情形。以桃園縣公立國民小學教師為研究母群，分層隨機抽取56所學校，800位教師為研究樣本，以「校長真誠領導問卷」、「組織公平問卷」及「集體教師效能感問卷」為研究工具實施調查研究，問卷回收744份，有效問卷700份，可用率為87.5％。問卷回收以描述性統計、t-test、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸等統計方法進行資料分析。
本研究結果歸納如下：
一、桃園縣國小校長真誠領導各層面中以「具自省及自律」最高，「具真誠、能互信與重視人際關係」最低；組織公平各層面中以「資訊公平」最高，「分配公平」最低；集體教師效能感各層面中以「集體教學能力評估」較高，「教學工作脈絡分析」較低。
二、不同「教學年資」、「職務」、「學校規模」背景變項之教師，其校長真誠領導知覺有顯著差異。
三、不同「教學年資」、「職務」、「學歷」、「學校規模」背景變項之教師，其組織公平知覺有顯著差異。
四、不同「年齡」、「教學年資」、「職務」背景變項之教師，其集體教師效能感知覺有顯著差異。
五、校長真誠領導、組織公平與集體教師效能感具有顯著正相關。
六、校長真誠領導、組織公平各層面中以「程序公平」對於整體集體教師效能感最具預測效果，其次為「具獨創性」、「分配公平」、「人際間公平」與「具目標導向」。
本研究依據上述結果，提出之建議如下：
一、 對教育主管機關之建議：
將真誠領導相關課程與內涵加入校長甄試、儲訓、遴選、研習與視導的歷程中；朝向中小型班級學校規模設置，建立小而美之學校組織環境；降低班級學生數、提高教師編制，提升級任教師組織公平知覺。
二、對行政主管的建議：
運用時機與同仁進行溝通；獎懲及行政決策過程公開公正；辦理研習、鼓勵教師專業成長；訂定職務輪調制度。
三、 對教師之建議：
成立專業團體，強化同儕教練機制；鼓勵投入行政工作，形成專業團隊。
四、 對未來研究之建議：
可透過深度訪談、質性研究及採用進階統計，做多面向的交互檢證；可增加校長自陳量表部分；可納入代理教師與私立學校教師為研究對象，或將調查範圍擴及其他縣市。

關鍵字

組織公平 ； 真誠領導 ； 集體教師效能感

並列摘要

The purpose of this study is to explore the current situation of elementary school principals’ authentic leadership, organizational justice and collective teacher efficacy and more importantly - the relation among them.The methodology of this research was mainly a questionnaire survey. The questionnaires were constructed into three subscales: principals’ authentic leadership, organizational justice and collective teacher efficacy. The questionnaires were administered to eight hundred from Taoyuan County and the return rate was 87.5% and 700 elementary school teachers participated the study. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation etc.
The major findings are as follows:
1. The highest dimension of Taoyuan County elementary principals’ authentic leadership is “self-reflection and self-regulation”, the lowest dimension is “authentic, interaction trust and emphasis on interpersonal relationships”; the highest dimension of organizational justice is “informational justice”, the lowest dimension is “distributional justice”; the highest dimension of collective teacher efficacy is “evaluation of collective teaching ability”, the lowest dimension is “analysis of teaching.”
2. There were significant differences in principals’ authentic leadership in terms of the teachers’ demographic variables such as serving years, positions and school’s scales.
3. There were significant differences in organizational justice in terms of the teachers’ demographic variables such as serving years, positions, degrees and school’s scales.
4. There were significant differences in collective teacher efficacy in terms of the teachers’ demographic variables such as age, serving years and position.
5. There were positive correlations among principals’ authentic leadership organizational justice and collective teacher efficacy.
6. Among those principals’ authentic leadership and organizational justice aspects, “procedural justice” effects collective teacher efficacy most, and the aspects that follow are “originality,” , “distributive justice,” , “interpersonal justice ,” and “goal orientation.”

According to the results above, offering suggests as follows:
1. To educational administrations:
During the principal selection, training certificates and inspection emphasize principals’ authentic leadership courses and content; to set up 13~24 classes; to lower the number of students in a class.
2. To school administrations:
Make use of opportunities to communicate with colleagues; Rewards and punishments and administrative decision-making are open and fair; hold teaching or educational courses, encourage professional development of teachers; set up a job rotation system.
3. To teachers:
Establish professional groups to strengthen the mechanism of peer coaching; encourage to participate in administrative work to form a professional team.
4. To future research:
Through the in-depth interviews, qualitative research and advanced statistical methods to quantify the results and do more dimensions test for interaction; increase principals participated the study; expanding the researching area.

並列關鍵字

authentic leadership ； organizational justice ； collective teacher efficacy

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