校長領導型式、總務主任準備度與總務處組織效能之關聯性研究—以桃園縣國民小學為例 摘 要 本研究的目的旨在探討賀賽與布蘭恰德(Hersey & Blanchard) 所提「情境領導理論」在我國國民小學總務行政的適用性,並分析目前國民小學校長領導型式與總務主任準備度的一般情形。 本研究採問卷調查法,以桃園縣公立國民小學為母群體,實際有效樣本為165位總務主任及144位校長。使用的工具包括「領導效能適應性描述問卷」、「總務主任準備度量表」、「組織效能量表」三種,先驗證校長及總務主任所知覺的校長領導型式及總務主任準備度是否一致,再根據總務主任的填答結果,進行資料處理分析,回答研究問題。 本研究獲得之結論如下: 一、領導效能自評表與領導效能他評表之間有顯著差異,且一致性偏低。 二、桃園縣國民小學校長的主要領導型式為教導式,且校長領導型式會因總務主任的不同總務年資及有無採購專業證照,而有顯著差異;但與總務主任的性別、年齡、教育程度、教學年齡、學校規模大小及學校所處地區無顯著相關。 三、總務主任與校長所知覺的總務主任準備度同質性高,但一致性偏低;總務主任知覺的準備度偏向中高準備度,而校長所知覺的總務主任準備度較偏向中低準備度。 四、不同總務年資、採購專業證照及學校地區的總務主任,其所知覺的總務主任準備度有顯著差異。 五、總務處組織效能與總務主任的「有無專業證照」有顯著相關;與「性別」、「總務年資」「學校地區」部份顯著相關;與「年齡」、「教學年資」及「教育程度」無顯著相關。 六、不同的校長領導型式,在總務處組織效能的表現上除了在「工作績效」層面上有顯著差異外,在整體總務處組織效能上並無顯著差異。 七、不同的總務主任準備度,在總務處組織效能的表現上達顯著差異。 八、校長領導型式與總務主任準備度之間並無顯著關聯性存在。 九、校長的領導型式與總務主任準備度之配合情形,在總務處組織效能的表現上 並無顯著差異,因此,本研究結果未支持情境領導理論。
The Relationship among Principals’ Leadership Styles , the General Affairs Directors’ Readiness and Organizational Effectiveness –Elementary Schools in Taoyuan County as an Example Abstract This study aims at exploring the applicability of ‘Situational Leadership Theory’ (Hersey & Blanchard, 1993) for general administration of elementary schools and investigating the relationship between principal leadership style and readiness of general affairs director. The survey method was used in the present study. Three questionnaires were used: ‘Leader Effectiveness and Adaptability Description’ (LEAD), ‘Readiness of General Affairs Directors Scale’, and ‘Organizational Effectiveness Scale’. Subjects were from public elementary schools in Taoyuan County. Valid sample included 144 principals and 165 general affairs directors. The conclusions are as the following: 1. There was significant difference between LEAD-self and LEAD-other and they were not consistent. 2. The leadership style of the principals in the elementary schools was ‘Coaching style’ (S2) and it was affected by the general affairs directors’ work experience and whether they have professional license or not. 3. The perceptions of the principals and general affairs directors toward readiness of general affairs director have high homogeneity but low consistency. The principals’ perceptions were mid-low readiness (R2); the general affairs directors’ perceptions were mid-high readiness (R3). 4. The general affair directors’ readiness was affected by their work experience, professional license, and school regions. 5. Organizational effectiveness of general administration was significantly correlated with whether general affairs directors have professional license; it was partly correlated with gender, work experience, and school region; it was not correlated with age, teaching experience, and educational background. 6. Another than ‘Job Performance’ level, there was no significant difference found between leadership styles and organizational effectiveness of general administration. 7. Different readiness of general affairs directors significantly affected organizational effectiveness of general administration. 8. There was no correlation between principals’ leadership style and readiness of general affair directors. 9. The relationship between principal leadership style and readiness of general affairs directors had no significant impact on organizational effectiveness. The findings did not support ‘Situational Leadership Theory’.
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