校長家長式領導、教師工作價值觀及工作投入關係之研究：以桃園縣國小為例

A Study on the Relationships among Principals’ Paternalistic Leadership, Teachers’ Work Value and Job Involvement: Elementary Schools in Taoyuan County as an Example

夏立文(Li-Wen Xia)

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(2012年)

https://doi.org/10.6840/cycu201200228

摘要

摘 要
本研究旨在探討桃園縣國民小學校長家長式領導、教師工作價值觀與工作投入之現況，並分析不同背景變項之差異、相關、預測情形與中介效果。以桃園縣公立國民小學校長、教師為研究母群，分層隨機抽取76所學校，共912位教師與76位校長為研究樣本，以「校長家長式領導問卷」、「教師工作價值觀問卷」與「教師工作投入問卷」為研究工具實施調查研究，問卷回收918份，有效問卷904份，可用率為98.4%。問卷回收以描述性統計、 -test、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸、階層多元迴歸、結構方程式與集群分析等統計方法進行資料分析。
本研究結果歸納如下：
一、桃園縣國民小學校長家長式領導各構面以「德行領導」最高，「威權領導」最低；教師工作價值觀各構面以「利他主義」最高，「組織安全」最低；教師工作投入各構面以「工作樂趣」最高，「工作認同」最低。
二、不同性別、學校規模、學校位置與身分之教師、校長，在整體校長家長式領導知覺有所差異。
三、不同年齡、服務年資、教育程度、擔任職務、學校規模與學校位置之教師，其整體教師工作價值觀看法有所差異。
四、不同服務年資、擔任職務、學校規模與學校位置之教師，其整體工作投入知覺有所差異。
五、「校長家長式領導」、「教師工作價值觀」與「工作投入」之間，有部分呈顯著正相關。
六、教師工作價值觀量表中以「利他主義」對於整體工作投入最具預測效果。
七、「教師工作價值觀」對「校長家長式領導」與「工作投入」具中介效果。
八、桃園縣國民小學之「校長家長式領導」、「教師工作價值觀」與「工作投入」呈現集群。
本研究依據上述結果，提出之建議如下
一、對教育行政機關之建議：
(一)將利他主義相關內涵列入校長培育、研習、遴選參考。
(二)肯定教師之工作價值，提升教師社會聲望。
(三)提高教師兼任行政職務誘因，鼓勵教師在職進修。

二、對校長的建議：
　　(一)多以仁德並濟之領導取向，並轉化威權領導。
(二)強調工作取向的領導作為，提升工作績效。
(三)建立良好職務輪調制度，多元溝通管道。
(四)借重年資資深教師之教學、行政經驗，成立專業學習社
群。

三、對教師的建議：
　　(一)積極參與專業進修與研習，提升教師工作價值觀。
(二)參與正式、非正式教師交流活動，增進教師情誼。
(三)積極參與學校行政，提高工作認同與投入。

四、對未來研究的建議
(一)服務年資、擔任職務考驗差異原因可以再進一步分析探
討。
(二)家長式領導內的互涉關係可以再進一步研究。
(三)未來可透過深度訪談、質性研究及進階統計方法，與量
化結果做多面向的交互檢證。
(四)未來可增加專家效度的程序及研究工具的適切度，使研
究結果更加縝密。

關鍵字

教師工作價值觀 ； 校長家長式領導 ； 工作投入

並列摘要

Abstract

This study investigates the current situation, different background variables effecting, forecast and relationships of principals’ paternalistic leadership, teachers’ work value and job involvement of Taoyuan County. According to “principals’ paternalistic leadership, teachers’ work value and job involvement”, based in Taoyuan County using stratified random sampling of 912 teachers and 76 principals from 76 schools. Receiving back 918 valid ones after the elimination of 14 invalid ones. The valid response rate is 98.4%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation, SEM and cluster analysis. The conclusions are as follows:

1.The highest dimension of elementary school principals’ paternalistic leadership is “moral leadership”, the lowest dimension is
“authoritarianism leadership”; the highest dimension of teachers’ work value is “altruism”, the lowest dimension is “organization safety”; the highest dimension of job involvement is “job delectation”, the lowest dimension is “job identification”.
2.Significant differences were found partly in the elementary school teachers’ and principals’ perception of whole principals’ paternalistic leadership, given the consideration of teachers’ and principals’ demographic variations: sex, school scale, school location and identification.
3.Significant differences were found partly in the elementary school teachers’ perception of whole teachers’ work value, given the
consideration of teachers’ demographic variations: age, seniority, school record, administrative duties, school scale and school location.
4.Significant differences were found partly in the elementary school teachers’ perception of whole job involvement , given the consideration of teachers’ demographic variations: seniority, administrative duties, school scale and school location.
5.There is a positive correlation from
principals’ paternalistic leadership, teachers’ work value and job involvement partly.
6.The best forecasting of the dimensions of teachers’ job involvement is “ altruism”.
7.Teachers’ work value is a moderate variable between some dimension of principals’
paternalistic leadership and job involvement.
8.The cluster have discovered among principals’ paternalistic leadership, teachers’ work value and job involvement in Taoyuan County.

According to the results above, offering suggests as follows:

1.To educational administrations:
(1) During the process to cultivation, thorough
study and selection of principals, stressed
that the altruism connotation.
(2) Recognize teachers’ work value, upgrade
teachers’ social reputation.
(3) Encourge teachers to take up the position of
administrative duty and refresher course of
occuptation.
2.To principals:
(1) Stress benevolence and moral leadership,
transform authoritarianism leadership into
work-oriented appropriately.
(2) Stress work-oriented leadership and boost
accountability.
(3) Set rotation system and multi-communication.
(4) Encourage the senior teachers to build
professional learning community.
3.To teachers:
(1) Take part in refresher course of occuptation
positively.
(2) Participate in formal or informal teachers’
activities.
(3) Take up the position of administrative duty
positively.
4.To future research:
（1）The reason about test difference of
seniority and administrative duties results
may further analyze and discuss.
（2）The doubt that interaction effects in the
paternalistic leadership may further
research.
（3）Through the depth interviews, qualitative
research and advanced statistical methods
to quantify the results and do more
dimensions test for interaction.
（4）Increase the process of experts’ validity
and the relevance of researching tools, make
the research results better.

並列關鍵字

principals' paternalistic leadership ； teachers' work value ； job involvement

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