競值架構應用在國民小學校長領導效能、學校組織效能與教師工作士氣之研究

Investigation on principals’ leadership effectiveness, schools’ organizational effectiveness and teachers’ morale in elementary schools by using the competing values framework

過修齊(Hsiu-Chi Guo)

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(2011年)

https://doi.org/10.6837/NCNU.2011.00299

摘要

本研究旨在探討競值架構在國民小學校長領導效能、學校組織效能與教師工作士氣間之應用情況。針對臺灣地區任職公立國民小學教師進行問卷調查，藉以暸解競值架構應用在校長領導效能、學校組織效能與教師工作士氣之現況，分析不同背景變項之教師知覺上述三者之差異情形，並進一步探析其因果相關情形。
經由相關的文獻分析，建構本研究之理論基礎與研究架構，編製「競值架構應用在國民小學校長領導效能、學校組織效能與教師工作士氣之研究」調查問卷，作為蒐集研究資料的工具。本研究係以臺灣地區公立國民小學教師為研究的對象，於民國99年9月採用「多階段抽樣」的方式選出109所三種不同學校規模之1,286名國民小學教師進行郵寄問卷調查施測，共回收1,097份而回收率為85.30﹪，有效問卷計1,079份而有效回收率達到83.90﹪。調查所得資料以描述性統計、獨立樣本t考驗、單因子變異數、皮爾遜積差相關、典型相關、迴歸分析與結構方程模式等統計方法，進行分析與討論歸納整理出以下結論：
一、國民小學教師知覺競值架構應用在校長領導效能與學校組織效能及教師工作士氣知覺上均達「中高」程度以上表現
二、國民小學教師於競值架構應用在校長領導效能各模式、層面與整體知覺程度，受到性別、年齡、現任職務、服務總年資、學校規模、學校位置與學校區域等個人背景變項之影響有顯著差異
三、國民小學教師於競值架構應用在學校組織效能各模式、層面與整體知覺程度，受到性別、年齡、現任職務、最高學歷、服務總年資、學校規模、學校位置及學校區域等個人背景變項之影響有顯著差異
四、國民小學教師於教師工作士氣各層面知覺程度與整體，受到年齡、現任職務、服務總年資、學校規模、學校位置及學校區域等個人背景變項之影響有顯著差異
五、國民小學教師於競值架構應用在校長領導效能與學校組織效能及教師工作士氣知覺表現上均呈現相互間高度正向相關
六、國民小學教師於競值架構應用在校長領導效能之「內部過程」模式與「工作配置」層面對於教師工作士氣具有最佳的預測力
七、國民小學教師於競值架構應用在校長領導效能之「內部過程」模式與「和諧共識」層面對於學校組織效能具有最佳的預測力
八、國民小學教師於競值架構應用在學校組織效能之「內部過程」模式與「穩定控制」層面對於教師工作士氣具有最佳的預測力
九、國民小學應用在競值架構校長領導效能與學校組織效能均能正向影響教師工作士氣的表現
最後，根據上述研究結論提出具體建議，提供教育行政機關、國民小學校長、國民小學教師及未來研究者作為參考。

關鍵字

競值架構 ； 校長領導效能 ； 學校組織效能 ； 教師工作士氣

並列摘要

The study aimed at exploring the effects of applying the competing values framework （CVF）to improve principals’ leadership effectiveness, schools’ organizational effectiveness and teachers’ morale in elementary schools. The collected questionnaires are completed by current public elementary school teachers with different background variables in Taiwan. By analyzing the teachers’ perception of the effects that the CVF has on the above three factors, the correlation among them can be further explored and discussed.
After analyzing some related documents, the theoretical basis and framework of the research are established. The questionnaire of the study is also designed based on the analysis in order to collect the data of the research. The subjects of the research are public elementary school teachers in Taiwan. The subjects are selected through “Multistage Sampling” in September, 2010. The subjects are 1,286 elementary school teachers from 109 schools which are categorized into three different school sizes. The questionnaires are delivered through mails. 1,097 copies of questionnaires are retrieved. The returns-ratio is 85.30%. Among the retrieved questionnaires, there are 1,079 effective ones and the effective returns-ratio is up to 83.90%. The collected data are then analyzed, discussed and inducted through methods including Descriptive statistics, T-test, One-way ANOVA, Pearson product-moment correlation, Canonical correlation, Regression analysis and Structural equation modeling. The conclusions are as follow:
1. The applying of CVF to principals’ leadership effectiveness and schools’ organizational effectiveness perceived by elementary school teachers’ and the awareness of the teachers’ morale are both perceived as “medium-above high” level.
2.Due to the influence of personal background variables such as gender, age, current position, the total number of working years and the size, location and district of the school, the elementary school teachers’ perception of how effective it is to apply the CVF to various models, levels, and the whole aspects of a principals’ leadership effectiveness varies considerably.
3.Due to the influence of personal background variables such as gender, age, current position, highest academic qualification ,the total number of working years and the size, location and district of the school, the elementary school teachers’ perception of how effective it is to apply the CVF to various models, levels, and the whole aspects of schools’ organizational effectiveness varies considerably.
4.Due to the influence of personal background variables such as age, current position, the total number of working years and the size, location and district of the school, the elementary school teachers’ perception of the whole aspects of teachers’ morale varies considerably.
5. The applying of CVF to principals’ leadership effectiveness is related to schools’ organizational effectiveness. Meanwhile, schools’ organizational effectiveness is related to teachers’ morale, and so is the relationship between principals’ leadership effectiveness and teachers’ morale. Therefore, each of them show a highly positive correlation to each other.
6.The elementary school teachers perceived that the application of the CVF to improve the principals’ leadership effectiveness, especially the aspects of the “internal process model” and the “work allocation level” could better predict the effect it has on teachers’ morale.
7.The elementary school teachers perceived that the application of the CVF to improve the principals’ leadership effectiveness, especially to the aspects of the “internal process model” and the “harmonious consensus level,” could better predict the effect it has on schools’ organizational effectiveness.
8.The elementary school teachers perceived that the application of the CVF to improve the schools’ organizational effectiveness, especially the aspects of the “internal process model” and the “stability control level” could better predict the effect it has on teachers’ morale.
9.In elementary schools, the application of the CVF to improve the principals’ leadership effectiveness and schools’ organizational effectiveness shows positive effects on teachers’ morale.
Finally, the study proposes some concrete suggestions based on the conclusions of the research in the hope of providing reference for educational administration, elementary school principals, elementary school teachers and future researchers.

並列關鍵字

competing values framework ； principals’ leadership effectiveness ； schools’ organizational effectiveness ； teachers’ morale

參考文獻

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