南投縣偏遠地區國民中學校長授能領導與教師領導之研究

A Study of Empowering Leadership and Teacher Leadership in Remote Junior High Schools in Nantou County

陳名昱(Ming-Yu Chen)

指導教授 ： 潘慧玲

國立臺灣師範大學/教育學院/公民教育與活動領導學系/碩士(2011年)

摘要

本研究旨在探究南投縣偏遠國中校長授能領導與教師領導之情形，並分析兩者之關係。本研究採「混合方法」（mixed methods）取徑，先實施問卷調查，再輔以訪談，蒐集實徵資料。在問卷調查方面，共抽取9所南投縣偏遠國中156位教師，回收135份，有效樣本134份，將所得資料以描述性統計、單因子變異數分析、皮爾遜積差相關、階層迴歸等統計方法進行分析。在訪談方面，根據量化資料分析選取2所個案學校，以半結構式訪談大綱，針對8位學校人員進行訪談。

本研究根據實徵研究資料，獲致以下結論：
壹、南投縣偏遠地區國民中學校長授能領導與教師領導現況為中上及中等程
度。
貳、不同年齡與學校規模教師，其對校長授能領導知覺程度有顯著差異情形。
參、不同職務教師，其教師領導有顯著差異情形。
肆、背景變項中「年齡」與「在本校服務年資」對整體教師領導與教師領導同
僚層面具顯著解釋力。
伍、授能領導層面中的「參與管理」、「目標設定」以及「工作豐富化」對整
體教師領導與教師領導班級層面具顯著解釋力。
陸、授能領導層面中的「參與管理」、「工作豐富化」對教師領導同僚層面與
學校層面具顯著解釋力。
柒、背景變項中「年齡」、「在本校服務年資」以及「現任職務」對教師領導
學校層面具顯著解釋力。
捌、高低分組校長授能領導知覺學校，其教師領導有所差異。
玖、個案學校校長之賦權與溝通策略是促進教師領導學校層面的關鍵。

基於上述結論，本研究對主管教育行政機關、偏遠國中及後續研究者提出下述建議：
壹、對主管教育行政機關的建議
一、偏遠國中經費的分配宜將學區社區資源納入考量要項。
二、賦予教師對校長人選意見表達的機會。
三、加強初任校長輔導機制，提升偏遠國中競爭力。
四、偏遠國中處室設置應有配套措施，以利行政運作順利。
貳、對偏遠國民中學的建議
一、對學校行政單位的建議。
（一）行政人員宜建立與教師互助合作的關係。
（二）校長應設法增進教師對學校認同感，鼓勵教師參與校務，促進教師領
導的發生。
（三）校長應設法發掘教師的多元能力，協助教師減輕工作負擔。
（四）學校與學區其他中小學可建立策略聯盟，形塑專業學習社群。
二、對教師的建議
（一）走出教室，多參與學校事務。
（二）發揮自我影響力，鼓勵同儕進行專業對話。
（三）拓展自我多元能力，協助校務推展。
（四）勇於針砭校務，提出以學生為本之建言。

三、對後續相關研究的建議
（一）研究主題：可於授能領導與教師領導間納入中介變項，例如學校組
織氣氛等，以瞭解彼此交互影響之情形。
（二）研究對象：以一般國中教師為研究對象，與本研究結果做對照與比
較。

關鍵字

授能領導 ； 教師領導

並列摘要

The main purposes of this study were to investigate the current situation of Empowering Leadership and Teacher Leadership in remote junior high schools in Nantou County, and to explore the relationship between these two factors. This study adopted two-stage mixed methods to collect both quantitative and qualitative data. There were 156 subjects randomly sampled from 9 remote junior high schools in Nantou County, and 134 effective questionnaires were collected. Descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and multiple regression were used in data analysis. Two sample schools who were recruited from the subjects of questionnaires were interviewed.
The findings of this study were summarized as follows:
1.Teachers’ perceptions of empowering leadership and teacher leadership was intermediate to higher-intermediate.
2.There was a significant difference in teachers’ perceptions of empowering leadership due to the differences in the participants’ age and in school size.
3.There was a significant difference in teachers’ perceptions of teacher leadership due to the differences in present job position.
4.In the category of Participant’s Background, “Age” and “Seniority” had a predicative value in the performance in teacher leadership and “Colleagues” aspect in teacher leadership.
5.In the category of empowering leadership, “Participation in Management”, “Goal Setting”, and “Job Enrichment” had a predicative value in the performance in teacher leadership and “Class” aspect in teacher leadership .
6.In the category of empowering leadership, “Participation in Management” and “Job Enrichment” had a predicative value in the performance in the “Colleagues” and the “School” aspect in teacher leadership.
7.In the category of Participant’s Background, “Age”, “Seniority”, and “Present Job Position” had a predicative value in the performance in the “School” aspect in teacher leadership.
8.There was a significant difference in the performance in teacher leadership between schools with the high results in the perceptions of empowering leadership and those with the low results.
9.Empowerment and communication strategies adopted by principals were critical in the “School” aspect in teacher leadership.

Based on the research findings, suggestions were offered for authorities of educational administration, junior high schools in remote areas, and future research.
1.Suggestions for the administrative institutions of education:
(1)Allocating founding to junior high schools in remote areas, community resources could be taken into consideration.
(2)Teachers could be provided with an opportunity to express their opinions on principal candidates.
(3)Supportive mechanism could be strengthened for novice principals to enhance competitiveness of junior high schools in remote areas.
(4)Supportive measures could be established for junior high schools in remote areas to facilitate the administration.
2.Suggestions for junior high schools in remote areas:
(1)Suggestions for administrative departments
a. Administrative staff and teachers could establish mutual cooperation
relationships.
b. Principals could enhance teachers’ recognition of their school, encourage
teachers to participate in school affairs, and promote the performance in
teacher leadership.
c. Principals could try to explore teacher's versatility and help reduce the
workload of teachers.
d. Strategic alliance could be established between schools to shape professional
learning community.
(2)Suggestions for teachers
a. Teachers could be more involved in school affairs.
b. Teachers could exert their influence to encourage a professional interaction
among colleagues.
c. Teachers could develop versatility to assist school in school affairs.
d. Teachers could have the courage to put forward student-centered proposals.
3.Suggestions for future studies:
a.Topics: Intervening variables in empowering leadership and Teacher
Leadership, such as “Organizational Atmosphere in School”, could be added, in
order for the clarification of the interaction among the variables.
b. Subjects: The junior high school teachers in non-remote areas could be included
as subjects, in order for a comparison with the results of this study.

並列關鍵字

Empowering Leadership ； Teacher Leadership

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