國小校長領導行為、教師組織承諾與學校組織績效之研究

A Study of the Relationships Among Principals’ Leadership Behavior, Teacher’s Organizational Commitment, and School’s Organizational Performance in Elementary Schools

范熾文(Chi-win Fun)

指導教授 ： 吳清基博士 ； 張明輝博士

國立臺灣師範大學/教育學院/教育學系/博士(2001年)

摘要

本研究的主要目的在探討國小校長領導行為、教師組織承諾與學校組織績效的關係。
本研究採取調查研究與個案研究二種方法。調查研究以公立學校1062位教師為樣本。所蒐集資料分別以描述統計、t檢定、單因子變異數分析、積差相關、典型相關、徑路分析與逐步多元迴歸分析進行資料分析。個案研究對象則從問卷調查之樣本學校中，選擇二所學校為個案研究對象，分別以A、B校命名。希望透過個案研究，以掌握研究對象之豐富資料及真實生活現象。
本研究得到下列幾項結論：
一、 國小校長轉型、互易領導、教師組織承諾與學校組織績效之間有密切關係。
二、 國小校長領導行為、教師組織承諾與學校組織績效情況，大致良好。
三、 男性、年長、資深、兼任行政職務教師所知覺校長轉型、互易領導、
教師組織承諾與學校組織績效分數較佳。
四、學校組織績效各層面以教師工作滿意最高，其次依序為目標達成、組織適應力、行政效率。
五、高度的校長轉型、互易領導行為，會有較高的學校組織績效。
六、高度的教師態度性、交換性組織承諾，會有較高的學校組織績效。
七、國小校長可以同時運用轉型領導與互易領導二種行為。
八、組織認同、公平互惠與型塑願景三層面，能有效解釋學校組織績效，其
中以組織認同解釋力最高。
九、個案研究結果發現國小校長轉型、互易領導能影響教師組織承諾，提升學校組織績效。
根據研究結論，提出下列建議：
一、教育行政機關方面
（一）制定學校績效法案，落實學校績效責任。
（二）修訂教師考績法令，發揮獎優汰劣的功能。
（三）建立校長評鑑制度，增進校長辦學績效。
（四）修訂家長參與校務法令，增進學校與家長合作。
二、師資培育機關方面
（一）加強校長培育儲訓，提昇學校經營能力。
（二）加強校長在職進修，提升專業智能。
三、校長方面
（一）塑造學校未來願景，引導成員努力方向。
（二）建立公平互惠機制，提供合理報酬系統。
（三）運用激勵原則，激發新進、資淺、女性教師之工作績效。
（四）推動組織革新，提升學校適應力。
（五）採取尊重、信任、授權與溝通原則，建立和諧人際關係。
（六）適度調整職務，增進教師參與校務機會。
（七）推動組織學習，促進學校組織發展。
（八）引進企業管理理念，提昇學校競爭力。
（九）推動全面品質管理，改進學校教育品質。
四、教師方面
（一）了解本身權利與義務，認同學校理念與價值。
（二）加強研究創新，促進專業成長。
（三）做好親師溝通工作，建立合作模式。
（三）加強反省思考能力，成為轉型知識份子。

關鍵字

校長領導行為 ； 教師組織承諾 ； 學校組織績效

並列摘要

The purpose of this research was to investigate the relationship among principal’s leadership behavior, teacher’s organizational commitment and school’s organizational performance.
The research methods adopted questionnaire and case study. The subjects included 1062 teachers from public schools . The collected data were analyzed by descriptive statistic, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation, path analysis, and multiple stepwise regression analysis. Case study has selected 2 schools from the sample of questionnaire study to name as school A and B. It is hoping through case study to collect and understand rich material as well as real life phenomenon of the researched subject.
Following are conclusions from the research:
1) There are close relationships among principal’s leadership behavior, teacher’s organizational commitment and school’s organizational performance
2) The general situations of principal’s leadership behavior, teacher’s organizational commitment and school’s organizational performance are good.
3) Teachers who are male, elderly, senior, and administrator sense better principal’s transformational, transactional leadership, teacher’s organizational commitment and school’s organizational performance.
4) The highest scoring among all aspect’s of school’s organizational performance is teacher’s job satisfaction, following are goal achieving, organizational adaptation, and administrational efficiency.
5) Higher principal’s transformational and transactional leadership will result in better organizational performance.
6) Higher teacher’s organizational commitment will result in higher school’s organizational performance.
7) Principals are able to adopt transformational and transactional leadership behaviors at the same time.
8) Organizational identification, fair and mutual favor as well as shaping the vision are major aspects to effectively explain school’s organizational performance, among three, organizational identification has the best explanation.
9) Results from case study find that principal’s transformational and transactional leadership influences teacher’s organizational commitment and enhance school’s organizational performance.
According to the conclusions, followings are the suggestion and recommendation:
1. Aspect regarding to educational administration agencies:
1) Enact School Accountability Act to increase school’s accountability.
2) Revise regulations of teacher’s performance appraisal to function reward and punishment result.
3) Establish system for principal’s performance evaluation to increase principal’s performance of management.
4) Revise regulations regarding parents involving in school’s matters to strengthen cooperation between school and parents.
2. Aspect regarding to teacher education agencies:
1) Strengthen principal’s preparation and training to upgrade school operation ability.
2) Strengthen principal’s in-service education to upgrade professional goal.
3. Aspect regarding to principal:
1) Shape school’s vision to lead all members working direction.
2) Establish fair and mutual favor mechanism to provide reasonable payroll system.
3) Exercise motivation to encourage new members, junior and female teacher’s job performance.
4) Implement organizational change to upgrade school’s adaptability.
5) Adopt respect, trust ,empowerment and communication principle to establish harmonious interpersonal relationship.
6) Adjust job appropriately to increase teacher’s participation in school’s matters.
7) Implement organizational learning to enhance school’s organizational development.
8) Refer to modern corporate management concept to upgrade school’s competitive ability.
9) Adopt total quality management to improve educational quality.
4. Aspect regarding to teacher：
1) Understand individual’s rights and obligations to identify with school’s mission and value.
2) Strengthen study and creation to enhance professional growth.
3) Strengthen communication between teacher and parents to enhance mutual cooperation relationship.
4) Strengthen reflective thinking ability to become as transformed intellectuals.

並列關鍵字

principal’s leadership behavior ； teacher’s organizational commitment ； school’s organizational performance.

參考文獻

白崇亮（民75）。組織承諾研究：理論與實證。管理評論，5（2），31-51。

吳清山（民85）。教育發展與教育改革。台北：心理。

吳清山（民89）。學校績效責任理念與策略。學校行政，6，3-13。

林純雯（民90）。在學校行政的變遷中論組織績效。學校行政，12，4-14。

張春興（民72）。從師大學生求學心態探討教師法「加強師範生專業精神」構想的成效。教育心理學報，16，1-28。