我國普通型高中校長關係領導、組織變革、行政效能與競爭優勢關係之研究

本研究旨在瞭解我國普通型高中校長關係領導、組織變革、行政效能與學校競爭優勢之現況及差異情形，探討校長關係領導、組織變革、行政效能與學校競爭優勢的相關情形，以及校長關係領導、組織變革、行政效能對學校競爭優勢之影響。研究方法為文獻分析與問卷調查法。研究對象為我國普通型高中教育人員，共發出900份問卷，回收率96.22%，有效樣本共866份。問卷回收後分別以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸等統計方法進行資料分析。根據研究結果與分析歸納之研究結論如下：一、普通型高中教育人員對校長關係領導有高度之知覺，其中又以「增權賦能」有最高知覺。二、普通型高中教育人員對學校組織變革之知覺屬於高程度，其中以「組織文化」感受最深刻。三、普通型高中教育人員在行政效能之知覺屬於高程度，其中以「組織氣氛」知覺最高。四、普通型高中教育人員在競爭優勢之知覺屬於高程度，其中以「形象優勢」知覺最高。五、男性、年紀長、學歷高、兼任行政職務、年資深、北部地區、大型學校之教育人員知覺到較高的校長關係領導。六、男性、年紀長、學歷高、兼任行政職務、年資深、北部地區、大型學校之教育人員知覺到較高的學校組織變革。七、男性、年紀長、學歷高、兼任行政職務、年資深、北部地區、大型學校之教育人員知覺到較高的學校行政效能。八、男性、年紀長、兼行政工作、北部地區、大型學校之教育人員知覺到較高的學校競爭優勢。九、我國普通型高中校長關係領導、學校組織變革、學校行政效能與學校競爭優勢，彼此之間均存在高度相關。十、我國普通型高中校長關係領導、學校組織變革、學校行政效能對學校競爭優勢具有顯著預測作用。　　本研究根據以上結論，提出幾點建議提供教育行政機關、普通型高中校長以及未來相關研究作參考。

關鍵字

普通型高中；校長關係領導；組織變革；行政效能；競爭優勢

並列摘要

This thesis aimed to explore the current situations and the differences of senior high school principals’ relational leadership, organizational change, administrative effectiveness, and competitive advantage. Next, the interrelationships among senior high school principals’ relational leadership, organizational change, administrative effectiveness, and competitive advantage were discussed. Finally, it further explores the impact of senior high school principals’ relational leadership, organizational change, and administrative effectiveness on competitive advantage. 　　The research methods included literature review and questionnaire survey. The survey subjects were senior high school education staff in Taiwan. The research handed out 900 questionnaires, among which there were 866 questionnaires valid with the availability rate of 96.22%. The data were analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson's product correlation, and multiple regression analysis. The findings based on the results of the research were as follows: 1. The education staff achieved the higher scores on the principals’ relational leadership, which “empowerment” was the highest score. 2. The education staff achieved the higher scores on the organizational change, which “organizational culture” was the highest score. 3. The education staff achieved the higher scores on the administrative effectiveness, which “organizational atmosphere” was the highest score. 4. The education staff achieved the higher scores on the competitive advantage, which “image advantage” was the highest score. 5. The education staff who achieved the higher scores on the principals’ relational leadership were those who were male, senior, with the hightest academic qualification above the institure, as a executive, more than 21years of sevice, North area, and large scale school. 6. The education staff who achieved the higher scores on the organizational change were those who were male, senior, with the hightest academic qualification above the institure, as an executive, and more than 21years of sevice, North area, and large scale school. 7. The education staff who achieved the higher scores on the administrative effectiveness were those who were male, senior, with the hightest academic qualification above the institure, as an executive, and more than 21years of sevice, North area, and large scale school. 8. The education staff who achieved the higher scores on the competitive advantage were those who were male, senior, as an executive, North area, and large scale school. 9. There were significantly positive correlations between principals’ relational leadership and organizational change, between principals’ relational leadership and administrative effectiveness, between principals’ relational leadership and competitive advantage, between organizational change and administrative effectiveness, and between organizational change and competitive advantage. 10. The principals’ relational leadership, organizational change, and administrative effectiveness showed a high explanatory power on competitive advantage.