幼稚園園長轉型領導對教師知識管理與創意教學表現之研究

The Study of Relationships among Kindergarten Principal’s Transformational Leadership, the Knowledge Management and the Performance of Creative Teaching of Teachers

李國甄(kuo-Chen Li)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2010年)

摘要

本研究旨在探討幼稚園園長轉型領導對教師知識管理與創意教學表現之關係。研究對象以全台灣本島地區全部的公、私立幼稚園現職教職員共761位。研究工具為「幼稚園園長轉型領導行為量表」、「知識管理量表」、「創新教學行為」、「創意教學經驗」及「教學福樂經驗」、「創造力教學行為量表」等，問卷回收後，採描述性統計、信度分析、t考驗、多變量及單因數變異數分析、皮爾森相關、逐步多元迴歸、薛費法多重比較以及開放性問題，進行資料分析。研究結果如下:
一、不同性別的園長，整體而言在轉型領導上並無顯著差異。
二、不同年齡、年資、學歷的園長，整體而言在轉型領導上達顯著差異。
三、不同年齡、年資、學歷的教師知覺園長的轉型領導達顯著差異。
四、不同園所歷史的教師所知覺園長轉型領導上均達顯著差異。
五、不同園所屬性的教師所知覺園長轉型領導在整體上並無顯著差異，但在「才智啟發」、「魅力領導」上有顯著的差異。
六、不同年齡、年資、學歷的教師知識管理均達顯著差異。
七、不同園所歷史的教師在知識管理均達顯著差異。
八、不同屬性園所的教師在知識管理沒有顯著的差異的有「知識的轉移與分享」，但是在「知識的創新與應用」、「知識的獲取與累積」、「知識的儲存與整合」上有顯著的差異，其中以公立園所的教師顯著高於私立園所教師。
九、不同年齡、年資、學歷的教師創意教學均達顯著差異。
十、不同園所歷史的教師創意教學部分達顯著差異，在「創新教學行為」、「創造思考」、「環境機會」上有顯著的差異但「特質動機」未達顯著差異。
十一、不同屬性的教師創意教學部分達顯著差異，沒有顯著的差異的有「創新教學行為」、「環境機會」及「創造思考」，但是在「特質動機」上有顯著的差異。
十二、幼稚園園長轉型領導與教師知識管理有顯著相關。
十三、幼稚園教師知識管理與創意教學表現有顯著相關。
十四、幼稚園園長轉型領導與教師創意教學表現有顯著相關。
十五、幼稚園園所長轉型領導對教師知識管理與創教學表現有顯著的 關係。

關鍵字

轉型領導 ； 知識管理 ； 創意教學

並列摘要

The purpose of this research is to explore the relationship between kindergarten principal’s transformational leadership, the knowledge management and the performance of creative teaching of teachers. A questionnaire survey and an open questionnaire survey both will be conducted in this study. The result of the surveys will illustrate the current development, difference, and relationship of the kindergarten principal’s transformational leadership, the knowledge management and the performance of creative teaching of teachers by different variables.
The research tool that the study employed here is "Measurement on principal''s transformational leadership, the knowledge management and the performance of creative teaching of teachers". The teachers as interviewees will be randomly selected from private and public kindergartens in Taiwan. The data is analyzed through the methods of descriptive and inferential statistics, t-test, one-way ANOVA, Scheffe''s method, Canonical correlation analysis, Pearson''s product-moment correlation and stepwise multiple regression.
The research results are as follows:
1. There is no significant difference on transformational leadership of kindergarten principal between different genders.
2. Different age, working year and education level of kindergarten principles have significant differences on transformational leadership.
3. Different age, working year and education level of kindergarten teachers have significant differences on perceived transformational leadership.
4. The teachers from the kindergartens with different running years have significant differences on perceived transformational leadership.
5. Different attributes of kindergarten teachers have no significant differences on transformational leadership. But on intelligence edification and attractive leadership, different attributes of kindergarten teachers have significant differences.
6. Different age, working year and education level of teachers have significant differences on knowledge management.
7. The teachers from different running years of kindergartens have significant differences on knowledge management.
8. Different attributes of kindergarten teachers have no significant differences on knowledge transferring and sharing. But on knowledge innovation and application, knowledge acquisition and accumulation and knowledge storage and integration, different attributes of kindergarten teachers have significant differences.
9. The teachers with different ages, working years and education levels have significant differences on creative teaching.
10. The teachers from different kindergartens have significant differences on creative teaching behavior, creative thinking and environment opportunity. But on attribute motivation, teachers from different kindergartens have no significant differences.
11. Different attributes of kindergarten teachers have no significant differences on creative teaching behavior, environment opportunity and creative thinking. But on attribute motivation, different attributes of kindergarten teachers have significant differences.
12. The transformational leadership of kindergarten principle is significant correlative with knowledge management of teacher.
13. The knowledge management of kindergarten teacher is significant correlative with the performance of creative teaching.
14. The transformational leadership of kindergarten principle is significant correlative with the performance of creative teaching of teacher.
15. The transformational leadership of kindergarten principle is significant correlative with the knowledge management and performance of creative teaching of teacher.

並列關鍵字

Transformational Leadership ； Knowledge Management ； Creative Teaching

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