國民中學教師知覺校長教導型領導與學校效能關係之研究

A Study on Relationship of Junior High School Teachers’ Perception of Principals’ Teaching Leadership and School Effectiveness

蔡宜靜(Yi-Jing Tsai)

指導教授 ： 樊愛群

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200800342

摘要

本研究旨在探討國民中學教師知覺校長教導型領導與學校效能的現況，並分析國民中學教師知覺校長教導型領導與學校效能之間的相關性以及國民中學教師知覺校長教導型領導對學校效能的預測力。
本研究採問卷調查法，以桃園縣公立國民中學教師為母群體，實際有效樣本為 371 位國中教師。使用的工具包括「國民中學教師知覺校長教導型領導調查量表」與「國民中學教師知覺學校效能調查量表」兩種，首先分別探討國民中學教師知覺校長教導型領導與學校效能的現況，並考驗不同背景變項之國民中學教師所知覺校長教導型領導與學校效能是否有差異，而後進一步探討國民中學教師知覺校長教導型領導與學校效能之間的相關性，以及國民中學教師知覺校長教導型領導對學校效能的預測力。
本研究主要研究結果如下：
一、桃園縣國民中學教師對校長教導型領導的感受程度屬中上程度，各層面中以「價值」得分為最高，而「激勵」得分相對較低。
二、桃園縣國民中學教師對學校效能的感受程度屬中上程度，各層面中以「教師教學效能」得分為最高，而「學校環境設備」得分相對較低。
三、不同性別及職務之桃園縣國民中學教師在知覺整體校長教導型領導之層面上有顯著差異，其中以男性教師與擔任主任及組長的教師其所知覺校長教導型領導的感受較高。
四、不同性別及職務之桃園縣國民中學教師在知覺整體學校效能之層面上有顯著差異，其中以男性教師與擔任主任、組長及專任教師者其所知覺學校效能的感受較高。
五、桃園縣國民中學教師知覺校長教導型領導與學校效能具有顯著正相關。
六、桃園縣國民中學教師知覺校長教導型領導的各層面中，以「激勵」對於整體學校效能最具預測效果，其次為「膽識」與「想法」。
根據上述所得之結果，提出本研究對教育行政機關、校長及學校與未來研究之建議。

關鍵字

學校效能 ； 教導型領導

並列摘要

Abstract
The purpose of this study is to explore the current situation of junior high school teachers’ perception of principals’ teaching leadership and school effectiveness and the relationship between them.
The methodology of this research was mainly a questionnaire survey. The two questionnaires employed here were “Junior high school teachers’ perception of principals’ teaching leadership questionnaire” and “School effectiveness questionnaire”. Eventually, 371 valid samples were produced to each questionnaire by the targeted teachers from public junior high schools in Taoyuan County, Taiwan. As for the discussion, the first focus is on the current situation upon junior high school teachers’ perception of principals’ teaching leadership and school effectiveness. Next, the researcher further investigates how junior high school teachers’ perception of principals’ teaching leadership and school effectiveness differ in terms of their background, such as ages or sexes. The relation between these two main elements will then be studied closely.
The research draws the following conclusions:
1. The junior high school teachers scored over average on their perception of principals’ teaching leadership. The highest scores fell in “values” aspect; the lowest scores were in “emotional energy” aspect.
2. The junior high school teachers also marked high scores on school effectiveness. “Teachers’ teaching effectiveness” aspects got high scores, while “school environment and equipment” aspects went the other way.
3. There are significant differences in the junior high school teachers’ perception of principals’ teaching leadership in terms of the sex, and designated duty. The teachers who got the higher scores on perception of principals’ teaching leadership are those who are males, or concurrently administrative duties.
4. There are significant differences in the junior high school teachers’ perception of school effectiveness in terms of the sex, and designated duty. The teachers who got the higher scores on school effectiveness are those who are males, or concurrently administrative duties and full-time teachers.

5. There is a high positive correlation between junior high school teachers’ perception of principals’ teaching leadership and school effectiveness.
6. Among those perception of principals’ teaching leadership aspects, “emotional energy” effects school effectiveness most, and the aspects that follow are “edge”, and “ideas”.
Finally, according to the findings above, suggestions are given to educational administrations, principals or schools and future researchers.

並列關鍵字

teaching leadership ； school effectiveness

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