國小校長變革領導、情緒智力、創意人格特質與學校創新經營關係之研究-以桃園縣為例

A Study on the Relationships among Elementary School Principals’ Change Leadership, Emotional Intelligence , Creative Personality and School Innovation Management : Taoyuan County as an Example

李華容(Hua-Jung Li)

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(2013年)

https://doi.org/10.6840/CYCU.2013.00045

摘要

本研究旨在探討我國國民小學校長變革領導、情緒智力、創意人格特質與學校創新經營之現況，分析不同背景變項之差異及相關情形，並瞭解四者因果關係及桃園縣各鄉鎮在上述變項得分群聚情形。問卷調查以桃園縣國民小學教師為研究母群，立意抽樣取所76學校，818位教師為研究樣本，以國小校長「變革領導問卷」、「情緒智力問卷」、「創意人格特質問卷」以及「學校創新經營問卷」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、典型相關、結構方程式與階層集群分析等統計方法進行資料分析。
本研究結果歸納如下：
一、 桃園縣國民小學校長變革領導、情緒智力、創意人格特質與學校創新經營之現況佳。
二、 不同背景變項填答者對校長變革領導、情緒智力、創意人格特質與學校創新經營知覺有所不同。
三、 校長變革領導、情緒智力、創意人格特質與學校創新經營呈現高度正相關。
四、 校長變革領導、情緒智力、創意人格特質對學校創新經營具有預測力。
五、 校長變革領導、情緒智力、創意人格特質與學校創新經營四者之間具因果關係，創意人格特質是校長變革領導、情緒智力與學校創新經營的中介變項。
六、 桃園縣各鄉鎮市國民小學在校長變革領導、情緒智力、創意人格特質與學校創新經營有群聚關係。
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：精實校長培育學程；落實評鑑改進機制；辦理標竿學校參訪；鼓勵學校創新經營。
二、對校長的建議：建立多元溝通管道，促進學校和諧與融洽；發揮創意人格特質的潛能；建立教師行政輪動機制；知覺學校脈動與方向。
三、對教師之建議：回歸教育本質，給予學生發揮舞台；參與學校事務，勇於創新及成長。

關鍵字

創意人格特質 ； 學校創新經營 ； 情緒智力 ； 校長變革領導

並列摘要

This study is aimed to explore the relationships among elementary school principals’ change leadership, emotional intelligence, creative personality and school innovation management: Taoyuan County as an example. The approach adopted questionnaires and using stratified random sampling to investigate 818 samples that include teachers from 76 schools. Collecting data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation, and SEM and cluster analysis. In order to strengthen the research, selecting ten people to interview.
The conclusions are as follows:
1. The principals’ change leadership, emotional intelligence, creative personality and school innovation management perceived by the teachers from elementary schools in Taoyuan County are all significantly above theoretical average.
2. Teachers with different background variables have significantly different perception in principals’ change leadership, emotional intelligence, creative personality and school innovation management.
3. There is a high positive correlation between every two variables of principals’ change leadership, emotional intelligence, creative personality and school innovation management.
4. Principals’ change leadership, emotional intelligence, creative personality has the significant prediction toward school innovation management.
5. Creative personality is a moderate variable between principals’ change leadership, emotional intelligence and school innovation management.
6. In Taoyuan County, every county city, township and town presents in different groups in this research with fore variable scores.

According to the results above, offering suggests as follows:
1. To educational administrations:
Confirm principal leadership courses; implement evaluation system; visit benchmarking school ; encourage school innovation management.
2. To principals:
Communicate with teachers by different ways in order to make school harmony; set job rotation system; inspire potential of creative personality; grasp the direction of school.
3. To teachers:
Return to the essence of education, give space for students; participate in school affairs, brave to create and growth.

並列關鍵字

creative personality ； emotional intelligence ； school innovation management ； principals’ change leadership

參考文獻

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