透過您的圖書館登入
IP:44.200.74.73
  • 學位論文

雲林縣國民小學校長轉型領導、學校組織氣氛與教師自我效能關係之研究

指導教授 : 陳幸仁
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究探討雲林縣國民小學校長轉型領導、學校組織氣氛與教師自我效能關係現況,以公立國民小學教師為研究母群體,採分層隨機抽樣,抽取598名教師為研究樣本,回收有效樣本455份,回收可用率為76%;最後,以平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析及結構方程模式(SEM),進行統計資料處理與分析,研究結論如下: 一、雲林縣國民小學教師知覺校長轉型領導為中高程度,代表良好,以「願景形塑」層面最高,「適時關懷」層面較低;知覺學校組織氣氛為中高程度,代表良好,以「教師親和行為」層面最高,「校長監督行為」層面較低;知覺教師自我效能為中高程度,代表良好,以「學習評量」層面最高,「環境轉化」層面較低。 二、雲林縣國小教師因擔任職務及任教學校地區的不同,知覺校長轉型領導有顯著差異,兼主任的教師及偏遠地區教師,知覺校長轉型領導程度較高。 三、雲林縣國小教師因服務年資、擔任職務及任教學校地區的不同,知覺學校組織氣氛有顯著差異,26年以上年資教師、兼主任的教師及偏遠地區教師,知覺學校組織氣氛程度較高。 四、雲林縣國小教師因擔任職務及任教學校地區的不同,知覺教師自我效能有顯著差異,兼主任的教師及偏遠地區教師,知覺教師自我效能程度較高。 五、校長轉型領導、學校組織氣氛與教師自我效能彼此之間,有顯著正相關。 六、雲林縣國民小學教師背景變項、學校背景變項、校長轉型領導、學校組織氣氛對教師自我效能,都具有顯著解釋力,其中以教師同僚行為組織氣氛最具解釋力。 七、校長轉型領導、學校組織氣氛與教師自我效能的結構方程模式,適配度良好,校長轉型領導對教師自我效能直接效果僅.07,透過學校組織氣氛對教師自我效能影響的間接效果.551,整體效果.621,學校組織氣氛發揮中介效果,即校長轉型領導對教師自我效能影響,透過良好組織氣氛(中介變項)形塑,提升教師自我效能。

並列摘要


This study examines the current status of the relationship among principals’ transformational leadership, school organizational climate and teacher efficacy in Yunlin County elementary schools. The study population was made up of public elementary school teachers. 598 teachers were selected as study subjects by stratified random sampling, of which 455 valid responses were provided by the sample, a valid response rate of 76%. Statistical data processing and analysis were conducted using mean, standard deviation, t-Test, ANOVA index analysis, Pearson correlation, stepwise multiple regression analysis and structural equation model (SEM). The study conclusions are summarized as follows: 1. Yunlin County elementary school teachers perceive medium to high levels of principals’ transformational leadership, school organizational climate, and teacher efficacy. Under principals’ transformational leadership, the level of “vision shaping” is perceived to very high, and the level of “timely care” is perceived to be relatively low. Under school organizational climate, the level of “cordial behavior of teachers” is perceived to be very high, and the level of “supervisory behavior of principals” is perceived to be relatively low. Under teacher efficacy, the level of “learning assessment” is perceived to be very high, and the level of “adaptation to the environment” is perceived to be relatively low. 2. Yunlin County elementary school teachers have significantly different perceptions of principals’ transformational leadership levels due to differences in position and current teaching regions. Teachers who hold concurrent positions as form teachers and teachers in remote areas perceive a higher level of transformational leadership. 3. Yunlin County elementary school teachers have significantly different perceptions of the school organizational climate level due to differences in years of service, positions and current teaching regions. Teachers with more than 26 years of teaching experience, those who hold concurrent posts as form teachers, and teachers in remote areas perceive a higher level of school organizational climate. 4. Yunlin County elementary school teachers have significantly different perceptions of teacher efficacy due to differences in position and current teaching regions. Teachers who hold concurrent posts as form teachers and teachers in remote areas perceive a higher level of teacher efficacy. 5. A significant positive correlation was found between principals’ transformational leadership, school organizational climate and teacher efficacy. 6. The background variable of Yunlin County elementary school teachers, the background variable of the various schools, principals’ transformational leadership, and school organizational climate have significant explanatory power on teacher efficacy, with teachers’ collegial behavior having the strongest explanatory power. 7. The Structural Equation Model (SEM) for principals’ transformational leadership, school organizational climate and teacher efficacy shows a high level of adaptability. Principals’ transformational leadership has a direct effect of only .07 on teacher efficacy, while school organizational climate has an indirect effect of .551 on teacher efficacy, a total effect of .621. Principals’ transformational leadership has an impact on teacher efficacy through the mediating effect of the school organizational climate, shaping and raising the level of teacher efficacy through good organizational climate as an intervening variable.

參考文獻


劉興漢(1985)。領導理論及其在教育行政上的運用。台北:教育會。
林詠和(2006)。台北縣國民小學校長轉型領導與教師工作滿意度關係之研究。國防管理學院國防決策科學研究所碩士論文,未出版,台北縣。
郭正忠(2006)。台北縣國民小學校長轉型領導行為與教師工作投入關係之研究。國立臺北教育大學教育政策與管理研究所碩士論文,未出版,台北市。
洪政秋(2003)。國小校長轉型領導、互易領導與領導滿意度關係之研究。台東師範學院教育研究所碩士論文,未出版,台東。
劉秋珍(2005)。國小校長課程領導、組織創新氣氛與教師效能關係之研究。國立高雄師範大學成人教育研究所。高雄市

被引用紀錄


蔡芙珮(2016)。國民小學校長完全領導、組織學習與學校創新經營關係之研究---以桃園市為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201600299
張 美(2015)。國中教師自我效能、情緒管理與教師幸福感關係之研究-以桃園市為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fCYCU.2015.00196
許文美(2014)。雲林縣國民小學教師情緒管理與教學效能關係之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201613583658
黃毓儒(2015)。里長領導與低碳社區營造之探討-以桃園市楊梅區秀才里為例(1998年-2014年)〔碩士論文,國立中央大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0031-0412201512064567
劉怡君(2015)。嘉義縣國民小學教師情緒勞務與學校組織氣氛關係之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614014819

延伸閱讀