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  • 學位論文

國小教師知覺校長互易領導、轉型領導與 組織承諾之關係研究

A Study of the Relationship among Principals’ Transactional Leadership, Transformational Leadership and Teacher’s Organizational Commitment in Elementary Schools

指導教授 : 樊愛群

摘要


本研究旨在探討國小校長互易領導、轉型領導與教師組織承諾的現況,並分析國小教師知覺校長互易領導、轉型領導與組織承諾的相關性以及知覺校長互易領導、轉型領導對組織承諾的預測力。 主要採用問卷調查法,以桃園縣公立國民小學教師為調查對象,隨機各抽取若干學校為樣本,再以簡單隨機抽樣的方式,共抽取681位教師為樣本。本研究回收670份,有效樣本為654份,可用率為96%。 研究結果敘述如下: ㄧ、桃園縣國小教師在知覺校長互易領導行為屬中上程度,各層面以「酬賞獎勵」為最高,而「被動介入管理」知覺度最低。 二、桃園縣國小教師在知覺校長轉型領導行為屬中上程度,各層面以「激勵鼓舞」知覺度最高,而以「個別關懷」最低。 三、桃園縣國小教師組織承諾屬於中上程度,各層面以「努力意願」最高,而以「組織目標認同」的知覺最低。 四、男性、主任、16-25年年資、研究所以上、偏遠地區、12班以下的教師,在知覺校長互易領導行為上的得分較高。 五、男性、主任、5年以下年資、偏遠地區學校及12班以下學校的教師,在教師知覺校長轉型領導行為上的得分較高。 六、男性、51歲以上、主任、偏遠地區及49班以上的教師在教師組織承諾上的得分較高。 七、教師知覺校長領導行為與組織承諾具有顯著正相關。 八、在知覺校長領導行為中,以「啟發智識」、「酬賞獎勵」、「激勵鼓舞」及「被動介入管理」等四個行為層面對教師組織承諾有預測力,而「啟發智識」是教師組織承諾的主要預測變項。 根據上述研究結果,提出具體建議,以供教育行政機關、校長與未來研究者參考。

並列摘要


The purpose of this study is to explore the current situation of elementary school principals’ transactional leadership, transformational leadership and teacher’s organizational commitment and more importantly – the correlation between them. The methodology of this research was mainly a questionnaire survey. School samples were randomly selected from several public elementary schools in Taoyuan county. And some teachers in each sample school randomly selected, totally 681 teachers received questionnaires. 670 survey questionnaires were returned and 654 valid ones to be evaluated. The validity was 96%. The following are the findings of the research: 1. The elementary school teachers scored above average in the perception to the transactional leadership of their principals. The highest score was in “contingent reward”; the lowest score was in “management by passive exception”. 2. The elementary school teachers scored above average in the perception to the transformational leadership of their principals. The highest score fell in “inspiriting intelligence” ; the lowest scores were was “consideration” . 3. The elementary school teachers scored above average on organizational commitment. The highest score was in “effort commitment” ; the lowest score was in “value commitment”. 4. The teachers who got the highest scores in the perception to the transactional leadership of their principals are those who are male, directors, with 16-25 years of teaching, above the level of graduate education, in remote districts, the school below 12 classes. 5. The teacher who got the highest scores in the perception to the transformational leadership of their principals are those who are male, directors, with below 5 years of teaching, in remote districts, the school below 12 classes. 6. The teacher who got the highest scores on organizational commitment are those who are male, over 51 years old, directors, in remote districts, the school above 49 classes. 7. There is a significantly positive correlation between the teachers’ perception to the leadership of their principals and their organizational commitment. 8. In the prediction of the elementary school teachers’ whole organization commitment, four variables, which are intellectual stimulation, contingent reward, inspiration, and management by passive intervention, reach the certain standard. To synthesize prediction or explain the whole organization commitment of elementary school teachers, its total variation is 44.1% and especially, the prediction of inspiring intelligence is the best. Finally, suggestions drawn upon the findings can be a great future reference for educational administration institutions, principals and future researchers.

參考文獻


張慶勳(2000)。國小校長轉化、互易領導影響學校組織文化特性與組織效能之研究。高雄:復文。
林保豊(2003)。。國民小學教師工作壓力與組織承諾關係之研究。國教學報,15,193-230。
曾榮祥(2000)。有效推動學校行政革新:轉化領導在學校行政應用之歷程與策略。學校行政,6,59-70。
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桃園縣政府(2006)。九十五學年度桃園縣中小學名冊。桃園。

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