桃園縣國小學生知覺教師轉化領導與班級氣氛關係之研究

The Relationships between Teachers’ Transformational Leadership and Classroom Climate Perceived by Elementary Schools Students in Taoyuan County

楊燕秋(Yan-Qiu Yang)

指導教授 ： 楊慶麟 ； 黃坤錦教授

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200237

摘要

本研究旨在探討桃園縣國小學生知覺教師轉化領導與班級氣氛之現況，分析不同背景變項之差異、相關、因果關係、預測及集群情形。以桃園縣公立國民小學六年級學生為研究母群，採分層隨機叢集抽取44所學校，1091位學生為研究樣本，以「教師轉化領導問卷」與「班級氣氛問卷」為研究工具實施調查研究，問卷回收1073份，有效問卷923份，可用率為86.02%。問卷回收以描述性統計、t考驗、單因子變異數分析、積差相關、典型相關、結構方程式、逐步多元迴歸與集群分析等統計方法進行資料分析。
本研究結果如下：
一、 桃園縣國小教師轉化領導以「智識啟發」最高，班級氣氛以「教師支持」最高，兩者皆達中上程度。
二、 不同班級人數與學校地理位置的學生知覺教師轉化領導與班級氣氛有顯著差異。
三、 無論男女教師，不同班級人數的學生知覺教師轉化領導有顯著差異。
四、 教師轉化領導與班級氣氛之間呈顯著正相關。
五、 教師轉化領導對班級氣氛有因果關係存在。
六、 教師轉化領導各層面均對整體班級氣氛具預測效果，其中以「個別關懷」層面最具預測效果
七、 桃園縣各鄉鎮市國小在教師轉化領導與班級氣氛上，呈現不同群組。
根據上述所得之結果，提出本研究對教育行政機關、學校、教師與未來研究之建議。

關鍵字

班級氣氛 ； 轉化領導

並列摘要

This study investigated the current situation, different background variables effecting, relationships, causal relationships, forecast and clusters of transformational leadership and classroom climate perceived by elementary schools students in Taoyuan County. “Teachers’ transformational leadership questionnaires” and “classroom climate questionnaires” were used to collect statistical data by using stratified random cluster sampling of 1091 sixth-grades from 44 schools in Taoyuan County. Receiving back 1073 valid ones after the elimination of 150 invalid ones, the valid response rate is 86.02%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation, stepwise regression procedure, structural equation modeling and cluster analysis. The conclusions are as follows:
1. Fills in answering reach above the middle degree to two variable of this research, the highest dimension of Taoyuan County elementary school teachers’ transformational leadership is “intellectual stimulation” ; the highest dimension of classroom climate is “teacher support”.
2. There were existed significant differences within the students of different school location and class sizes in the teachers’ transformational leadership and classroom climate.
3. Both male and female teachers, there were existed significant differences within the students of different class sizes in the teachers’ transformational leadership.
4. There is a high positive correlation between teachers’ transformational leadership and classroom climate.
5. Teachers’ transformational leadership and classroom climate have the causal relation.
6. Each aspect of teachers’ transformational leadership could forecast classroom climate, especially “individualized consideration”.
7. Townships of Taoyuan presents the different group with teachers’ transformational leadership and classroom climate scores.
Finally, according to the findings above, suggestions are given to educational administrations, schools, teachers and future research.

並列關鍵字

classroom climate ； transformational leadership

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