本研究旨在探討「雙導師制」職場環境其園長家長式領導與教師信任關係之現況,以及了解不同背景變項教師對園長的信任關係是否因領導風格或信任層面有所差異情形。 研究採用問卷調查法,以台灣分為北、中、南、東四區之公立幼兒園教師為母群體,實際有效樣本數568份,研究工具為四個部份,「教師基本資料、園長基本資料」、 「公立幼兒園園長家長式領導行為量表」、「教師信任關係行為量表」、「開放性問題」。從問卷及開放性問題填答結果,進行資料處理分析。 歸納本研究結論如下: 一、園長家長式領導與信任關係之現況有顯著差異;園長家長式領導其「塑造個人聲望」層面及信任關係「行為一致」層面平均得分最高。 二、「兼任園長年資」之教師對園長家長式領導有顯著差異;在「與園長同 班」、「園長性別」之教師對園長家長式領導無顯著差異。 三、在「性別」、「年齡」、「教學年資」之教師對信任關係有顯著差異;在 「兼任園長職務」、「與園長同班」、「園長性別」、「園長學歷」、「園長年資」之教師對信任關係無顯著差異。 四、園長家長式領導與信任關係具中度正相關,顯示「園長家長式領導」相關愈高,則「信任關係」愈佳。 願予幼兒園園長、教師、行政單位及未來相關研究者,期能為之參考。
The study aims to discuss the principal-paternalistic leadership and the status of teacher trust relationship in the workplace environment of “Double Tutorial System,” in addition to understanding whether if the variables of different backgrounds can lead to difference in the teacher trust relationship with the principals due to leadership style or level of trust. The study adopted questionnaire survey and took the teachers of public kindergartens from North, Central, South and East of Taiwan as the population. The number of effective samples was 568 questionnaires and the research tool was divided into four parts, namely “Teacher and Principal basic information,” “Public kindergarten principal-paternalistic leadership behavior scale,” “Teacher trust relationship and behavior scale,” and “Open questions.” The answers from questionnaires and open questions were used in the data processing analysis. The conclusion of the study is drawn in the follows: 1. There is significant difference between the relationship of principal-paternalistic leadership and trust. The dimension in “shaping personal reputation” and the dimension in “consistent behavior” of trust relationship received the highest score for principal-paternalistic leadership. 2. There is significant difference in principal-paternalistic leadership for teachers with “part-time principal seniority.” There is no significant difference in principal-paternalistic leadership for teachers with “same class as the principal” and “principal gender.” 3. There is significance difference in trust relationship for teachers with “gender,” “age,” “teaching seniority.” There is no significant difference in trust relationship for teachers with “part-time principal function,” “same class as principal,” “principal gender,” “principal education,” and “principal seniority.” 4. There is a moderate positive correlation between the principal-paternalistic leadership and trust relationship, indicating that a higher correlation with the “principal-paternalistic leadership” will lead to better “trust relationship.” The study is hereby proposed as reference of future studies to be conducted by public kindergarten principals, teachers and administrative units.
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