國中導師領導風格與學生學習態度、學 業成就、生活適應之關聯性研究

李馨嫻

doi:10.6840/CYCU.2007.00271、10.6840/cycu200700389

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國中導師領導風格與學生學習態度、學業成就、生活適應之關聯性研究

The Study of Relationships among Secondary Teachers’ Leadership Style and Students’ Learning Attitude, Academic Achievement and Life Adjustment

李馨嫻 , Masters　　Advisor：張淑慧　　

繁體中文 DOI： 10.6840/CYCU.2007.00271、10.6840/cycu200700389

學習態度；學業成就；學習準備度；生活適應；領導風格；情境領導理論； learning readiness ； learning attitude ； situational leadership theory ； academic achievement ； life adjustment ； leadership style

Abstract │ Reference (277) │ Times Cited (19) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The Study of Relationships among Secondary Teachers’ Leadership Style and Students’ Learning Attitude, 
Academic Achievement and Life Adjustment

Abstract
This study aims at exploring the applicability of “Situational Leadership Theory”
(Hersey & Blanchard, 1993) for class leadership of secondary teachers and
investigating the correlation between secondary teachers’ situational leadership style and students’ learning readiness. Subjects were from public junior high schools in Taoyuan County. Valid sample included 16 secondary teachers and 553 secondary students. The percentage of recycling questionnaires is 98.8%. The methodology of this research was mainly a questionnaire survey. Four questionnaires were used: “Leader Effectiveness and Adaptability Description” (LEAD), “Students’ Learning Readiness Scale”, “Students’ Learning Attitude Scale” and “Students’ Life Adjustment Scale”.

The conclusions are as the following:
1. There was low consistency between LEAD-self and LEAD-other.
2. Secondary teachers’ perceptions of main situational leadership style were “Delegating Style” and students’ perceptions of main situational leadership style were “Telling Style”.
3. The perceptions of secondary teachers and students toward learning readiness were low consistent. 
4. Secondary teachers’ perceptions of main learning readiness were high readiness and students’ perceptions of main learning readiness were low readiness.
5. There was a significant correlation between secondary students’ sex and their learning attitude, academic achievement and life adjustment.
6. Secondary students’ school area was correlative with their life adjustment, but not correlative with their learning attitude and academic achievement.
7. Secondary teachers’ perceptions of different situational leadership style had no significant impact on students’ learning attitude, academic achievement and life adjustment. Secondary students’ perceptions of different situational leadership style also had no significant impact on learning attitude and life adjustment, but secondary students’ perceptions of different situational leadership style had a significant impact on academic achievement.  
8. There was a significant correlation between secondary teachers’ perceptions of situational leadership style and learning readiness, but there was no significant correlation between secondary students’ perceptions of situational leadership style and learning readiness.
9. The relationship between situational leadership style and learning readiness had no significant impact on secondary students’ learning attitude, academic achievement and life adjustment. The findings did not support “Situational Leadership Theory”.

Reference ( 277 ) 〈TOP〉

王唯齡 ( 2005 )。以天文史融入教學模式探究學生學習態度與對科學的態度之影響。國立台北師範學院自然科學教育研究所碩士論文，未出版，台北市。
連結：
王蓁蓁 ( 2000 )。台北縣國中生之壓力源、因應方式與生活適應之相關研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
連結：
吳承珊 ( 2000 )。母親與教師的管教方式對幼兒社會行為影響之研究。國立台灣師範大學家政教育研究所碩士論文，未出版，台北市。
連結：
吳武典、林繼盛 ( 1982 )。家庭與學校聯繫程度與兒童學業成就和生活適應。師大教育心理學報，15，127-138。
連結：
吳武典、陳秀蓉 ( 1978 )。教師領導行為與學生的期待、學業成就及生活適應。師範大學教育心理學報，11，87-104。
連結：

Times Cited (19) 〈TOP〉

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