國民中學校長權威運用方式與領導效能關係之研究

溫志宏(Zhi-Hong Wen)

指導教授 ： 高強華

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2006年)

摘要

摘要

本研究旨在探討台北縣市、基隆市、桃園縣、新竹縣市、苗栗縣北部地區七縣市公立國民中學校長權威運用方式與校長領導效能之關係，主要研究目的為：（一）了解國民中學校長權威運用方式與校長領導效能現況；（二）不同背景變項及環境變項之校長在權威運用方式與校長領導效能之差異情形；（三）不同背景變項之老師知覺校長在權威運用方式與校長領導效能之差異情形；（四）探究校長權威運用方式與校長領導效能的相關情形；（五）探究國民中學校長權威運用方式對領導效能之預測情形。
本研究以文獻探討建立理論基礎、研究架構並作為設計研究工具之依據，以調查研究法針對北部七縣市隨機抽取90所國中1020教師為施測對象，得有效樣本590份，施測工具包含「國民中學校長權威運用方式量表」、「國民中學校長領導效能量表」。有效樣本資料以t考驗、Scheffe-method、單因子變異數分析、積差相關及多元逐步迴歸等方法加以分析，獲得下列結論：
一、國民中學校長權威運用方式以「關懷讚賞」使用頻率最高，以「運用獎懲」使用頻率最低。
二、女性校長在「示範感召」及「理性說服」使用頻率上高於男性校長。
三、46班以上的大型學校校長在「示範感召」、「理性說服」及「協調整合」使用頻率上高於中、小型的校長。
四、不同職務、最高學歷、服務年資教師知覺校長權威運用方式達顯著差異。
五、46班以上的大型學校校長領導效能優於中、小型學校。
六、男性老師較女性教師知覺到較高的校長領導效能。
七、校長、主任所知覺的校長領導效能優於組長、導師、專任教師所知覺的。
八、最高學歷四十學分班的教師知覺「教師的工作滿意度」最高。
九、服務年資16年以上的資深老師知覺「教師的工作滿意度」最高。
十、校長權威運用方式與校長領導效能彼此間具顯著正相關。
十一、預測校長領導效能最有力的變項是「協調整合」。
根據研究結果本研究提出下列建議：
一、校長應多對老師表達內心真誠的關懷。
二、校長應加強自我形象、言行及道德的要求。
三、校長應提供資訊、知識、數據作為政策推動的依據。
四、校長應加強各處室的溝通，協調整合各方意見，讓步調一致。
五、校長應謹慎使用「強制要求」、「運用獎懲」的權威運用方式
六、校長應尊重教師專業自主，並鼓勵教師在職進修，提升專業素養。
七、校長、主任應多和組長、導師、專任溝通，了解他們的感受，並建立職務輪調制。
八、校長應多關懷與協助教育年資較淺的老師。
九、校長與校長間應有更多經驗交流與學習的機會。
十、校長遴選制度及評鑑制度中，應特別重視老師對校長「關懷讚 賞」、「示範感召」、「協調整合」及「理性說服」的知覺程度。
十一、教育資源合理分配，改善教師工作環境。
十二、增加校長有關權威運用的領導進修課程。

關鍵字

權威 ； 領導效能 ； 國民中學

並列摘要

Abstract
This study is to discuss the relationship lying between principal’s authority and leadership in seven northern counties, including Taipei, Keelune, Taoyuan, Hsinchu, Miaoli. The main purpose of this study is to: (1) understand recent situation of principal’s authority and leadership at Junior High Schools. (2) understand differences of principal’s authority and leadership coming from various backgrounds and environments. (3) teacher knowledge and consciousness lying under different backgrounds & differences lying between authority and leadership of principals. (4) discuss the relationship between principal’s authority application and leadership (5) explore the prediction of authority application and leadership efficiency of junior high school principals. (6) explore the prediction of junior high school authorities application and leadership efficiency.
This study is to apply related articles for theoretical fundamental and research frame as a basis to design a research tool. This study randomly chose hundred and twenty teachers from ninety junior high schools from seven northern counties based on the investigation research method. Five hundred and ninety valid samples were chosen. The measurement tool includes: “Junior High School Principal Authority Application Scale” and “Junior High School Principals Leadership Efficiency Scale”. Those valid samples were analyzed by t-test, scheffe-method, singular factor variation analysis, Multiplication Difference Correlation, Progressive Divergence Rotation to get conclusions below:
1.“Concern & Admiration” is most frequently used junior
high school principals authority policy, and “Award vs.
Punishment” is the less frequently used policy.
2. Female principals apply “Demonstration & Inspiration”
more frequently than male principals.
3. Principals at large size schools consist of forty-six
classes or above apply “Demonstration &Inspiration”,
“Award vs. Punishment”and “Coordination Integration”
more frequently than principals at small-scale
schools and medium-sized schools.
4. Apparent diversity is found on various ways of
applying principal authority when principals who had
different occupations, come from various highest
academic backgrounds, who has different service years.
5. Leadership efficiency of principals at large-scale
schools of forty-six classes or above are generally more
superior than principals at medium-sized or small-scale
schools.
6. Consciousness of male principal’s leadership efficiency
is higher than the consciousness of female principal’s.
7. Principal’s leadership efficiency that principals or
managers sense is higher than team leaders, mentors, or
full-time teachers sense.
8.“Teachers’ Job Satisfaction” occupies higher percent
among teachers’ consciousness of teachers in highest
academic recorded forty credits classes.
9.“Teachers’ Job Satisfaction” is most sensed by many
experienced teachers who’ve served education for over
sixteen years.
10.It’s shown upright correlation between principal
authority application and leadership efficiency.
11.The most powerful variable to predict principal’s
leadership efficiency is “Coordination Integration”.
Based on this research result, suggestions listed below:
1. Principles should reveal more sincere concerns about
teachers.
2. Principles should reinforce their requests for self-
impressions, words and deeds, or moral requirements.
3. Principles should provide information, knowledge, and
statistics data as the basis to advance the policies.
4. Principals should strengthen communications of various
offices and coordinate different opinions come from
everywhere, and then build up group coincidence.
5. Principles should be more careful about using authority
application methods such as: “Compelling Request”
“Award vs. Punishment”.
6. Principals should concern for teachers’ profession and
self-control, furthermore, encourage teachers’ to be at
one’s post and study in order to raise teachers’
professional accomplishments.
7. Principals and managers should communicate more with
team leaders, mentors, or full-time teachers, understand
their feelings, moreover, build up occupational
alternate optimum.
8. Principals should more frequently show more concern for
teachers who’s only served education for a short time
and to help them.
9. There’s more and more experience interchanges and
learning opportunities among principals.
10.Upon the system and evaluation system of principals, we
should mainly put focus on the consciousness level
of“Concern Admiration”,“Demonstration
Impelling”,“Coordination Integration”and“Rationality
Persuasion”
11.Reasonably allot educational resources to improve
teachers’ working environments.
12.To increase principals’ pursue further education
classes.

並列關鍵字

Authority ； Leadership Effectiveness ； Junior High Schools

參考文獻

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