雲嘉南五縣市國小初任校長行政表現與學校效能關係之研究

本研究旨在探討雲嘉南五縣市國民小學初任校長行政表現與學校效能之實況及二者關係。本研究設計採用問卷調查法，以雲嘉南五縣市服務年資未滿二年(含)國小校長服務學校教師為問卷實施對象，問卷共寄發268份，有效樣本計有248份。研究工具為研究者自編之「國民小學學校狀況問卷調查表」。所得資料以SPSSl0.0統計分析軟體進行Pearson積差相關及單因子、二因子變異數分析，以驗證研究假設。茲將本研究之主要研究結果摘要如下: 一、國小初任校長行政表現整體及其各層面與學校效能整體及其各層面具高度的正相關。二．不同性別的國小初任校長在行政表現及學校效能均未達顯水準。三．偏遠(含山地、特偏)地區及「6班以下」及「13-24班以下」之小型學校的國小初任校長在整體行政表現及整體學校效能均優於城市(省、縣轄市)或「25班以上」大型學校。四．國小初任校長不同程度的行政表現在整體學校效能及其各層面均達顯著，且高得分組及中得分組學校表現優於低得分組學校。五．不同主任經歷及主任年資的國小初任校長，在整體行政表現、行政管理、人際溝通、教學領導方面差異達到顯著水準: （一）在高服務年資組:二種主任經歷的國小初任校長在整體行政表現、行政管理、人際溝通、教學領導等層面的表現均優於二種以上主任經歷校長。（二）在二種以上主任經歷組:低服務年資的國小初任校長在整體行政表現、行政管理、人際溝通、教學領導方面的表現均優於高服務年資組。

關鍵字

初任校長；行政表現；學校效能

並列摘要

This research aimed at investigating the r0ationships of novice elementary school principlals-administrative performance and school effectiveness in Yunlin, Chiayi, and Tainan regions. The study employed the survey research method. The self-designed questionnaires were mailed to 268 elementary school teachers at Yunlin, Chiayi. and Tainan region, whose pLnCpals served a term less than two years. A total of 248 valid samples were obtained. The collected data were an4yzed via Pearson product-moment correlation, and one/two-way ANOVA using SPSS 10.0. The major findings of this study are summarized as follows: 1. There was a poStive relationship between novice principals' admin@trative performance and school effecYveness. 2. There was no significant difference found between female principals and male principals on either administrative performance or scliool effectiveness. 3. Principals at remote regions (including mountain and off-coast areas) and small-sized schools with classes below 6, or classes between 13 to 24, performed better on school administration and school effectiveness, than those at urban regions and big-sized schools with 25 or more classes 4. There was a significant diference on school effectiveness between different levels of principals' administrative performance. That is, principals of high and intermediate administrative performance demonstrated better schooleffectiveness than those of low administrative performance. 5. Principals of various director experiences and years of director service demonstrated significant differences on overall administrative performance, administrative management, interpersonal relationship, and instructional leadership. (1) For the longer service group, principals with two different kinds of director experiences performed better than principals with more than two different kinds of director experiences on overall administrative performance. administrative management, interpersonal relationship, and instructional leadership. (2) For more than two different kinds of director experience group, principals of short-term year of service performed better than principals of longer year of service in terms on overall administrative performance, administrative management, interpersonal relationship, and instructional leadership.