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研究生:萬新知
研究生(外文):WAN HSIN-CHIN
論文名稱:國民小學校長行政溝通行為,組織溝通氣氛與校長領導效能之關係研究
論文名稱(外文):The Relationships among the Principal''s Communication Behavior, Organizational Communication Climate and Leadership Effectiveness in the Elementary School.
指導教授:曾燦燈曾燦燈引用關係
指導教授(外文):Tseng Tsahn-deng
學位類別:碩士
校院名稱:國立台南師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
中文關鍵詞:國民小學校長行政溝通行為溝通氣氛領導效能
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本研究旨在探討南部五縣市國民小學校長行政溝通行為、組織溝通氣氛與校長領導效能之關係,主要研究目的為:(一)了解國民小學校長行政溝通行為、組織溝通氣氛與校長領導效能的現況(二)分析不同背景變項的教師在校長行政溝通行為、組織溝通氣氛與校長領導效能知覺的差異情形(三)探究校長行政溝通行為,組織溝通氣氛與校長領導效能的相關情形(四)根據研究結果,提出建議,以供國民小學校長行政運作之參考。本研究以文獻分析法及調查研究法進行之。以台南縣市、高雄縣市及屏東縣公立國民小學教師為施測對象,得643名有效樣本,施測工具包含修訂之「校長-教師行政溝通問卷」、「組織溝通氣氛量表」及「國民小學校長領導效能量表」三種。有效樣本資料以t考驗、單因子變異數分析、多變量變異數分析、積差相關及逐步多元迴歸等方法加以分析。  主要研究發現如下: 一、國民小學教師知覺校長行政溝通行為之表現頻率,以「提供訊息」最高,其次為「促進發展」與「支持鼓勵」,「投入情感」最低。二、國民小學教師對組織溝通氣氛的知覺,以「信賴支持」、「訊息公開」的氣氛感受最強,其次為「積極傾聽」,「參與決策」的感受最弱。三、國民小學教師對校長領導效能的知覺,「校務推展成效」高於「教師工作態度」。四、不同背景變項(學校規模、校長性別、校長年資、教師性別、教師職務)的教師,對校長行政溝通行為的知覺有顯著差異。五、不同背景變項(學校規模、校長性別、校長年資、教師性別、教師職務、教師年資)的教師,對組織溝通氣氛的知覺有顯著差異。六、不同背景變項(校長性別、校長年資、教師性別、教師年資)的教師,對校長領導效能的知覺有顯著差異。七、校長行政溝通行為與校長領導效能之間具顯著正相關;組織溝通氣氛與校長領導效能之間亦具顯著正相關。八、組織溝通氣氛對校長領導效能的影響更甚於校長行政溝通行為。組織溝通氣氛之「信賴支持」氣氛是預測校長領導效能最有力的變項。
The purpose of this study is to investigate the current status of the elementary school principal''s communication behavior, organizational communication climate and leadership effectiveness,and to examine whether there is any correlation between the three domains. Furthermore, it aims to explore whether teachers of different backgrounds will show significant differences in their perception of the principal''s communication behavior, organizational communication climate and leadership effectiveness. The sample population included 643 public elementary school teachers who is teaching in the areas of Tainan, Kaohsiung, and Pingtung. Each teacher had to complete three questionnaires-- Audit of Administrator Communication (AAC), Organizational Communication climate Inventory (OCCI), and Leadership Effectiveness Scale (LES). T-test, Multiple Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), Scheffe'' Method, Pearson Product-moment Correlation, and Stepwise Multiple Regression were employed to analyze the data. The major findings are summarized as follows:(1) in teachers'' perception of the four categories of the principal''s communication behavior, the "informer"was ranked the highest,while the "affective involver" the lowest. (2)In teachers'' perception of the four categories of the organizational communication climate, the climate of the "trust and supportiveness" and the "openness in downward communication" had the highest scores, while the climate of the "participatory decision-making" had the lowest scores. (3)In teachers'' perception of the two categories of the principal''s leadership effectiveness, the "accomplishment of the school affairs" was considered more important than the "teachers'' attitude toward work". (4) Teachers of different backgrounds showed significant differences in their perception of the principal''s communication behavior, organizational communicational climate, and leadership effectiveness. (5)There was a significant positive correlation between the principal''s communication behavior and the leadership effectiveness, and a significant positive correlation between the organizational communication climate and the leadership effectiveness. (6)When the leadership effectiveness was counted, the organizational communication climate was more important than the principal''s communication behavior. The "trust and supportiveness" climate was an important variable that predicted the principal''s leadership effectiveness.
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