國民小學校長完全領導、知識管理、學校行銷與學校效能關係之研究：以桃園縣為例

A Research on the Relationships among Elementary Schools’ Principals’ Total Leadership, Knowledge Management, School Marketing, and School Effectiveness: Taoyuan County as an Example

黃慧婷(Hui-Ting Huang)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200561

摘要

完全領導、知識管理、學校行銷與學校效能關係之研究-以桃園縣為例
摘要
本研究旨在探討桃園縣國民小學校長完全領導、知識管理、學校行銷與學校效能之現況，並分析不同背景變項之差異、相關、預測情形。以桃園縣公立國民小學教育人員為研究母群，分層隨機抽取79所學校，有效問卷921份，以「國民小學校長完全領導問卷」、「國民小學知識管理問卷」、「國民小學學校行銷問卷」與「國民小學學校效能問卷」為研究工具實施調查研究，問卷回收695份，有效問卷654份，可用率為94.1%。問卷回收以描述性統計、 -test、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸與階層多元迴歸等統計方法進行資料分析。
本研究結果歸納如下：
一、 校長完全領導各構面以「品質領導」構面最高，「真誠領導」及「服務領導」構面相對較低；學校行銷各構面以「價格成本策略」構面平均得分最高，「通路便利策略」構面平均得分相對較低；知識管理各構面以「數位精進」構面平均得分最高，「團隊學習」構面平均得分相對較低；學校效能各構面以「學生表現」構面平均得分最高，「學校氣氛」構面平均得分相對較低。
二、不同性別、服務年資、現任職務與學校規模，其校長完全領導知覺有所差異。
三、不同年齡、服務年資、現任職務與學校規模，對學校知識管理知覺有所差異。
四、不同年齡、服務年資、教育程度、現任職務與學校規模，其對學校行銷知覺有所差異。
五、不同服務年資、現任職務與學校規模，其對學校效能知覺有所差異。
六、「校長完全領導」、「知識管理」、「學校行銷」與「學校效能」之間呈現顯著正相關。
七、「校長完全領導」、「知識管理」、「學校行銷」可解釋「學校效能」達79.9%變異量，達顯著水準。
本研究依據上述結果，提出之建議如下：
一、對教育行政機關之建議：
在校長儲訓階段中強調校長完全領導的課程；提供進修管道，協助教育人員熟悉學校完全領導的運作；鼓勵中大型及中小型學校推行校長完全領導。
二、對校長的建議：
訂立職務輪調制度，鼓勵教師成立專業社群，共同發揮同儕間的領導力；建立校內師徒制，促進專業成長協助新手教師。
三、對教師的建議：
主動參與學校行政事務，熟悉學校組織運作；積極進修研習，提升教師專業知能；組織學習社群，促進專業對話
四、對未來研究之建議：
（一）可考慮不同職務之教師兼主任、教師兼組長為研究樣本，獨立探討，或以訪談以釐清真實原因為何。
（二）本研究僅針對桃園縣公立國民小學，可考慮將研究對象擴大，增加研究的廣度。

關鍵字

完全領導 ； 知識管理 ； 學校行銷 ； 學校效能

並列摘要

A Research on the Relationships among Elementary Schools’ Principals’ Total Leadership, Knowledge Management , School Marketing and School Effectiveness- Taoyuan County as an Example.

Abstract
This study investigates the current situation, different background variables effecting, forecast and relationships among principals’ total leadership, school marketing, school knowledge management and school efficacy of Taoyuan County. The stratified radom sampling is used to sample 921 teachers form 79 public primary schools. Receiving back 654 valid ones after the elimination of 41 invalid ones. The valid response rate is 94.1%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation and canonical correlation etc. The conclusions are as follows:
1. The highest dimension of elementary school principals’ total leadership is “quality leadership”, the lowest dimension is “authentic leadership” and “servant leadership” ; the highest dimension of school marketing is “product-value”, the lowest dimension is “place-convenient ”; the highest dimension of school knowledge management is “digital-master”, the lowest dimension is “team-learning” ; the highest dimension of school efficacy is “student performance”, the lowest dimension is “school atmosphere”.
2. Significant differences were found partly in the elementary school teachers’ perception of principals’ total leadership, given the consideration of teachers’ demographic variations: sex, administrative duties, position and school scale.
3. Significant differences were found partly in the elementary school teachers’ perception of school knowledge management, given the consideration of teachers’ demographic variations: sex, administrative duties, position and school scale.
4. Significant differences were found partly in the elementary school teachers’ perception of school marketing, given the consideration of teachers’ demographic variations: sex, administrative duties, level of education, position and school scale.
5. Significant differences were found partly in the elementary school teachers’ perception of school efficacy, given the consideration of teachers’ demographic variations: administrative duties, position and school scale.
6. There is a high positive correlation from principals’ total leadership, school knowledge management, school marketing and school efficacy.
7. “Total leadership”, ”Knowledge　Management”, ”school marketing”, regarding the overall “school efficacy”, the forecast explained variances’ 79.9%.
According to the results above, offering suggests as follows:
1. To educational administrations:
During the principal selection, training certificates and inspection emphasize total leadership courses and content, meanwhile evaluation into the school; To provide some course about how total leadership works.
2. To principals:
Set job rotation system; give teachers more chance to practice leadership; to increase communication with community persons； Promotion mentor teacher system.
3. To teachers:
（1） Actively Participate administration affairs；Get familiar with operation of school organization.
（2） Encourage teachers in graduate education and learning; increase teachers helping and talking to each other.
4. To future research:
（1） Through the depth interviews, qualitative research and advanced statistical methods to quantify the results and do more dimensions test for interaction.
（2） Expanding the researching area.

並列關鍵字

school knowledge management ； total leadership ； school efficacy ； school marketing

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