本研究旨在探討桃園縣國民中學校長知識領導、學習共同體與教師幸福感之現況,分析不同背景變項之差異及相關情形,並瞭解三者因果關係及桃園縣各鄉鎮在上述變項得分群聚情形。問卷調查以桃園縣公立國中教師做為研究母群,立意抽樣選取39所學校,802位教師為研究樣本,以國民中學「校長知識領導量表」、「學習共同體量表」及「國中教師幸福感量表」為研究工具實施調查,資料處理以描述性統計、t考驗、F考驗、積差相關、結構方程式與階層集群分析等統計方法進行資料分析。訪談對象則立意抽取八位教師進行質性訪談,以了解量化資料差異真實情形。 本研究結果歸納如下: 一、桃園縣國中教師在知覺校長知識領導、學習共同體及教師幸福感之現況呈現高程度。 二、不同背景變項之教師對於校長知識領導、學習共同體與教師幸福感知覺有所不同。 三、校長知識領導、學習共同體與教師幸福感呈現顯著正相關。 四、學習共同體對教師幸福感具有預測力。 五、校長知識領導、學習共同體與教師幸福感三者間具有因果關係,學習共同體為校長知識領導與教師幸福感之中介變項。 六、桃園縣各鄉鎮市國中教師在校長知識領導、學習共同體與教師幸福感有群聚關係。 七、受訪者對校長知識領導、學習共同體與教師幸福感等不同知覺差異原因有相似的觀點。
This study is aimed to explore the relationships among junior high school principals’ knowledge leadership, learning community and teachers’ happiness: Taoyuan County as an example. The approach adopted questionnaires and using stratified random sampling to investigate 778 samples that include teachers from 39 schools. Collecting data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and SEM and cluster analysis. In order to strengthen the research, selecting eight people to interview. The conclusions are as follows: 1.The principals’ knowledge leadership, learning community and teachers’ happiness perceived by the teachers from junior high schools in Taoyuan County are all significantly above theoretical average. 2.Teachers with different background variables have significantly different perception in principals’ knowledge leadership, learning community and teachers’ happiness. 3.There is a positive correlation between every two variables of principals’ knowledge leadership, learning community and teachers’ happiness. 4.Learning community has the significant prediction toward teachers’ happiness. 5.Learning community is a moderate variable between principals’ knowledge leadership and teachers’ happiness. 6.In Taoyuan County, every county city, township and town presents in different groups in this research with three variable scores. 7.There are similar opinions among the interviews about the three factors.