分佈式領導、教師組織公民行為與教師集體效能感關係之研究：以桃園縣國小為例

A Study on the Relationship among Distributed Leadership, Teachers’ Organizational Citizenship Behavior and Teacher Collective Efficacy: Elementary Schools in Taoyuan County as an Example

向家逸(Chia-Yi Hsiang)

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(2010年)

https://doi.org/10.6840/cycu201000253

摘要

本研究旨在探討桃園縣國民小學分佈式領導、教師組織公民行為與教師集體效能感之現況，並分析不同背景變之差異、相關、預測情形與中介效果。以桃園縣公立國民小學校長及教師為研究母群，分層隨機抽取75所學校，75位校長與891位教師為研究樣本，以「分佈式領導問卷」、「教師組織公民行為問卷」與「教師集體效能感問卷」為研究工具實施調查研究，問卷回收826份，有效問卷811份，可用率為98.2%。問卷回收以描述性統計、 -test、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸、階層多元迴歸等統計方法進行資料分析。
本研究結果歸納如下：
一、桃園縣國民小學分佈式領導各構面以「學校文化」最高，「領導實踐」最低；教師組織公民行為各構面以「自我要求」最高，「主動助人」最低；教師集體效能感各構面以「集體教學能力的評估」最高，「教學工作脈絡的分析」最低。
二、不同背景變項之教師，其分佈式領導知覺有所不同。
三、擔任主任之教師，其教師組織公民行為較高。
四、不同背景變項之教師，其教師集體效能感有所不同。
五、校長及教師在分佈式領導、教師集體效能感之整體及各分層面上達顯著差異，且校長對於分佈式領導與教師集體效能感之知覺均高於教師。
六、「分佈式領導」、「教師集體效能感」與「教師集體效能感」之間，呈顯著正相關。
七、教師組織公民行為量表中以「認同組織」對於整體教師集體效能最具預測效果。
八、「教師組織公民行為」對「分佈式領導」與「教師集體效能感」具中介效果。

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：
將分佈式領導的相關課程與內涵加入校長甄試、儲訓、遴選、研習與視導的歷程中；提供校長進修研習管道熟悉分佈式領導運作與精神。
二、對校長的建議：
運用時機與同仁進行溝通；訂立良好的職務輪調制度；給予教師擔任校內專業團體之領導機會；增進與社區人士的交流。
三、 對教師之建議：
主動從事學位進修與研習；增進教師專業互助與對話。
四、 對未來研究之建議：
（一） 本研究僅針對桃園縣公立國民小學，可考慮將研究對象擴大，增加研究的廣度。
（二） 未來可透過深度訪談、質性研究及進階統計方法，與量化結果做多面向的交互檢證。
（三） 未來可增加專家效度的程序及研究工具的適切度，使研究結果更加縝密。

關鍵字

教師集體效能感 ； 分佈式領導 ； 教師組織公民行為

並列摘要

This study investigates the current situation, different background variables effecting, forecast and relationships of distributed leadership, teachers’ organizational citizenship behavior (OCB) and teacher collective efficacy of Taoyuan County. According to “distributed leadership, teachers’ organizational citizenship behavior and teacher collective efficacy questionnaires”, based in Taoyuan County using stratified random sampling of 75 principals and 891 teachers from 75 schools. Receiving back 811 valid ones after the elimination of 15 invalid ones. The valid response rate is 98.2%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation etc. The conclusions are as follows:

1. The highest dimension of Taoyuan County elementary school distributed leadership is “school culture”, the lowest dimension is “practice of leadership”; the highest dimension of teachers’ OCB is “demanding by self”, the lowest dimension is “helping initiative”; the highest dimension of teacher collective efficacy is “evaluation of collective teaching ability”, the lowest dimension is “analysis of teaching works context”.
2. Teachers with different background variables have significantly different perception in distributed leadership.
3. Teachers serve as directors have the highest perception level of teachers’ OCB.
4. Teachers with different background variables have significantly different perception in teacher collective efficacy.
5. Principals and teachers are significantly different on distributed leadership and teacher collective efficacy, and principals have higher perception than teachers.
6. There is a high positive correlation from distributed leadership, teachers’ OCB and teacher collective efficacy.
7. The best forecasting of the dimensions of teacher collective efficacy is “recognizing organization”.
8. Teachers’ OCB is a moderate variable between some dimension of distributed leadership and teacher collective efficacy.
According to the results above, offering suggests as follows:
1. To educational administrations:
During the principal selection, training certificates and inspection emphasize distributed leadership courses and content, meanwhile evaluation into the school; To provide some course about how distributed leadership works.

2. To principals:
Communicate with teachers in right time; set job rotation system; give teachers more chance to practice leadership; to increase communication with community persons.
3. To teachers:
Encourage teachers in graduate education and learning; increase teachers helping and talking to each other.
4. To future research:
（1） Expanding the researching area.
（2） Through the depth interviews, qualitative research and advanced statistical methods to quantify the results and do more dimensions test for interaction.
（3） Increase the process of experts’ validity and the relevance of researching tools, make the research results better.

並列關鍵字

teacher collective efficacy ； distributed leadership ； teachers’ organizational citizenship

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