國中校長空間領導與學生學習成效關係之研究-以教師幸福感為中介變項

A Study on the Relationship between the Principals' Space Leadership and Students' Learning Effectiveness in Junior High Schools: Take Teachers' Well-being as a Mediating Variable

黃貴連(Kuei-Lien Huang)

指導教授 ： 楊振昇

國立暨南國際大學/教育學院/教育政策與行政學系/博士(2023年)

https://doi.org/10.6837/ncnu202300040

摘要

本研究旨在探討國民中學校長空間領導、教師幸福感與學生學習成效之關係，以臺灣本島地區公立國民中學的教師為研究對象。樣本抽取學校數 89所，教師 1,170 人，共計回收有效問卷 1,047 份。資料採用 SPSS 與 AMOS 統計套裝軟體進行統計分析，以平均數和標準差瞭解變項現況分布情形，以t考驗和單因子變異數分析各變項間的差異情形，以積差相關考驗各變項間的相關情形，最後則以結構方程模式驗證各變項間之適配度情形以及中介效果；另外，輔以半結構式訪談8位受訪者。綜合文獻探討、問卷調查統計結果及訪談資料，本研究結果發現：
一、國民中學教師知覺校長空間領導達中高程度。
二、國民中學教師知覺教師幸福感達中高程度。
三、國民中學教師知覺學生學習成效達中高程度。
四、國中教師對校長空間領導的知覺程度會因 「性別」、「年齡」、「現在職務」、「學校區域」、「學校規模」、「學校校齡」、「校長在校服務年資」而有顯著差異。
五、國中教師對教師幸福感的知覺程度會因 「性別」、「年齡」、「學校區域」、「學校規模」、「學校校齡」而有顯著差異。
六、國中教師對學生學習成效的知覺程度會因 「年齡」、「服務年資」、「學校區域」、「學校規模」而有顯著差異。
七、校長空間領導、教師幸福感與學生學習成效之間有顯著正相關。
八、校長空間領導、教師幸福感與學生學習成效之結構方程模型適配度良好。
九、校長空間領導對教師幸福感與學生學習成效有顯著正向影響效果。
十、教師幸福感對學生學習成效有顯著正向影響效果。
十一、校長空間領導可透過教師幸福感間接影響學生學習成效，教師幸福感具有部分中介效果。
最後，根據本研究結果，分別針對教育行政機關、教育相關人員、家長團體以及後續研究等提出建議。

關鍵字

空間領導 ； 教師幸福感 ； 學生學習成效

並列摘要

The purpose of this study was to explore the relationship among principals' space leadership, teachers' well-being and students' learning effectiveness in junior high schools. The subjects were teachers in 89 public junior high schools in Taiwan. Of the 1,170 questionnaires distributed to the teachers, 1,047 effective questionnaires were collected. The data was statistically analyzed by the packaged software, SPSS, and AMOS. In this study, the mean and standard deviation were used to understand the current distribution of the variables. T-test and one-way ANOVA were applied to compare the differences among the variables. Pearson product-moment correlation was taken to measure the correlations among the variables. At last, structural equation modeling (SEM) was used to examine the model fit of the variables. In addition, 8 respondents were interviewed in semi-structured form. Based on literature review, statistical results of questionnaire survey and interview data, the results of this study found that:
1.The current situations of principals' space leadership perceived by junior high school teachers were in the high–intermediate level.
2.The current situations of teachers' well-being perceived by junior high school teachers were in the high–intermediate level.
3.The current situations of students' learning effectiveness perceived by junior high school teachers were in the high–intermediate level.
4.The perceptions of principals' space leadership varied significantly with "gender", "age", "current position", "school area", "school size", "school age", and "principals' length of service in school".
5.The perceptions of teachers' well-being varied significantly with "gender", "age", "school area", "school size", and "school age".
6.The perceptions of students' learning effectiveness varied significantly with"age", "service years", "school area", and "school size".
7.There was high correlation among the principals' space leadership, teachers' well-being, and students' learning effectiveness.
8.The structural equation model of the principals' space leadership, teachers' well-being, and students' learning effectiveness fit well.
9.Principals' space leadership had a significant positive effect on teachers' well-being and students' learning effectiveness.
10.Teachers' well-being had a significant positive effect on students' learning effectiveness.
11.Principals' space leadership could indirectly affect students' learning effectiveness through teachers' well-being, which had partial mediating effect.
Finally, according to the results of this study, suggestions were made for educational administrative agencies, education-related personnel, parent groups, and future research.

並列關鍵字

space leadership ； teachers' well-being ； students' learning effectiveness

參考文獻

Katz, J. (2015). Implementing the three block model of universal design for learning: Effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1-20. DOI: 10.1080/13603116.2014.881569

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王保進 (2016)。建立確保學生學習成效品質文化之校務研究機制。評鑑雙月刊，60，13-17。