原住民族地區國民中小學校長領導風格與學校經營策略之研究

A Study on Principals’ Leadership Styles and School Management Strategies of Elementary and Junior High Schools in Indigenous Regions

林壽榮(Shou-Jung Lin)

指導教授 ： 洪智倫

中臺科技大學/護理學院/文教事業經營研究所/碩士(2012年)

https://doi.org/10.6822/CTUST.2012.00009

摘要

本研究旨在探討原住民族地區國民中小學校長領導風格與學校經營策略之現況與相關，以及在不同背景變項下，校長領導風格及學校經營策略的差異情形。本研究採問卷調查法，根據研究目的、研究問題及文獻探討，編製「原住民族地區國民中小學校長不同領導風格與學校經營策略之相關研究問卷」，然後對臺中市、南投縣之原住民族地區48所公立國民中小學581位教師進行施測，獲得有效問卷430份。有效問卷以t考驗、單因子變異數分析、積差相關及多元迴歸等統計方法。分析臺中市、南投縣之原住民族地區國民中小學校長領導風格與學校經營策略的現況，差異及相關因素。 經統計分析，本研究得到結論如下： 一、原住民族地區國民中小學校長的領導風格現況居多呈現的是放任自主，權威管理次之、民主互動最少 二、原住民族地區國民中小學校長的學校經營策略現況，從創新學校經營到危機處理教師知覺程度皆不高，尤其是對公關行銷知覺程度最低 三、不同性別、不同擔任職務或學校類別的教師知覺校長放任自主領導風格具有顯著差異 四、不同性別、不同服務年資、不同最高學歷及擔任職務的的教師知覺校長權威管理領導風格具有顯著差異 五、不同性別、不同年齡與學校類別的教師知覺校長民主互動領導風格具有顯著差異 六、不同性別、年齡、服務年資、最高學歷、擔任職務與學校類別的教師知覺校長經營策具有顯著差異 七、國民中小校長的民主互動領導風格與學校經營策略為顯著正相關 八、原住民族地區國民中小學校長的權威管理領導風格與放任自主領導風格與學校經營策略為顯著負相關 九、校長不同領導風格對於學校經營策略的迴歸預測，民主互動領導風格有較高的正向預測能力，放任自主領導風格有負向預測力

關鍵字

學校經營策略 ； 校長領導風格 ； 原住民族地區

並列摘要

The purpose of the study was to investigate the current situation and of the aboriginal area elementary and junior high school principals ''leadership styles and schools of business strategy, as well as under different background variables, principals'' leadership styles and schools of business strategy differences. In this study, a questionnaire survey. According to the research purpose, research questions and literature review, preparation of "aboriginal area elementary and junior high school principal is not associated with the leadership style and school business strategy questionnaire, and then in the indigenous habitats in Taichung City, Nantou County, 48 public elementary 581 primary school teachers the Shi measured to obtain 430 valid questionnaires. Valid questionnaires to the t-test, ANOVA, Pearson correlation and multiple regression methods. Analysis of the current situation of the indigenous habitats in Taichung City, Nantou County, the leadership style of the national primary and secondary school principals and school management strategies, differences and related factors. After statistical analysis, this study has been concluded as follows:
1.The Indigenous Peoples of elementary and junior high school principal leadership style is the status of the majority showing a laissez-faire autonomy, authority of the tube where the second democratic interaction at least.
2.The current status of aboriginal elementary and junior high school principals of the school business strategy, from the innovative school management to crisis management perceptions of teachers, neither high, especially the lowest perceptions of public relations and marketing.
3.Different sex, not laissez-faire the same category as office or school teachers'' perception of the principal of self-leadership wind grid has a significant difference.
4.Different gender, different years of service, different highest qualifications and positions of the principal authority on teachers'' perception of management leadership style has significant difference.
5.Different gender, different age and school class of teachers perception of the principal democratic interactive leadership style has significant difference.
6.Different gender, age, years of service, the highest level of education, positions and school classes of teachers perceived principal business strategy has a significant difference.
7.Democratic interaction of the national primary and secondary principals leadership style and school business strategy is a significant positive correlation.
8.Aboriginal area elementary and junior high school principals the authority of the management leadership style and laissez-faire self-leadership Wind Grid with the school business strategy is a significant negative.
9.The principal regression prediction of different leadership styles for school business strategy, democracy and interactive leadership style,higher positive predictive ability, while allowing self-leadership style, negative predictive power

並列關鍵字

indigenous regions ； school management ； principal leadership style

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