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研究生:許天瑞
研究生(外文):Hsu Tien-Ruei
論文名稱:情境領導理論在我國國民小學行政領導之應用
論文名稱(外文):A study of the "Situational Leadership Theory" applied in Taiwan''s elementary school
指導教授:陳慶瑞陳慶瑞引用關係
指導教授(外文):Chen Ching-Ruey
學位類別:碩士
校院名稱:國立屏東師範學院
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:2002
畢業學年度:90
語文別:中文
論文頁數:216
中文關鍵詞:領導型式教師準備度學校效能情境領導理論
外文關鍵詞:leadership stylereadiness of the teachersschool effectivenessSituational Leadership Theory
相關次數:
  • 被引用被引用:42
  • 點閱點閱:1635
  • 評分評分:
  • 下載下載:500
  • 收藏至我的研究室書目清單書目收藏:9
摘 要
本研究之目的旨在探討Hersey 與Blanchard 所倡導之「情境領導理論」,並應用其架構與內涵以驗證「情境領導理論」在我國國民小學行政領導上的支持情形;同時分析目前國民小學校長的領導型式、教師準備度及學校效能之一般情形。
本研究採用文獻分析法與問卷調查法。依據研究目的及待答問題,採用Hersey 與 Blanchard所發展之「領導效能適應性描述問卷」(LEAD-other)及自編之「教師準備度量表」與「學校效能問卷」,作為資料蒐集的工具,以屏東縣縣立國民小學教師為母群體,並依據學校規模分層抽取57所學校,共554位教師進行施測,問卷回收後,共得有效樣本456份。根據受試教師問卷填答結果,以卡方考驗、t考驗、單因子變異數分析及二因子變異數分析等統計方法,進行資料處理分析。分析後之主要研究結果如下:
一、教師知覺校長的主要領導型式為推銷式(S2),其次是告知式(S1);而校長最少使用的領導型式為授權式(S4)的領導型式。
二、校長的領導型式會因教師性別、教育背景、學校所處地區及學校規模的不同而有差異。
三、教師準備度會因其性別、教育背景的不同而有差異。教師準備度以低準備度(R1)及高準備度(R4)之比例較高;而以中低準備度(R2)及高準備度(R4)較具有學校效能。
四、學校效能會因其學校所處地區及學校規模的不同而有差異,但與教師個人變項無關。
五、如果不考慮情境因素,校長的領導型式以推銷式(S2)、參與式(S3)及推銷式(S4)的領導型式較具學校效能。
六、校長領導型式與教師準備度之間有正向關聯性存在。兩者彼此的相互解釋力為28﹪。
七、校長領導型式與教師準備度在學校效能上具有交互作用存在。
八、校長領導型式與教師準備度的配合情形,在學校效能上有顯著差異。「配合組」比「未配合組」具有較佳的效能。
資料分析的結果大致上皆支持了情境領導理論,表示Hersey 與 Blanchard 所發展之「情境領導理論模式」的確有其獨到之處及正確性。顯示校長領導型式應隨著教師準備度的不同而有所調整,同時也突顯出在預測領導行為與學校效能之關係時,教師的準備度此一情境因素之重要性。至於進一步的討論與建議,筆者將詳述於文中。
ABSTRACT
The present study is trying to investigate “Situational Leadership Theory” advocated by Hersey & Blanchard. In this model, we apply the structure and content of the theory to examine the appliance of “Situational Leadership Theory” to elementary schools. We analyzed the styles of leadership of elementary school principles, readiness of teachers, and school effectiveness in general.
This study adopted questionnaire survey and literature analysis. According to the goal and questions of the study, we adopted “Leadership Effectiveness Adoption Descriptive Questionnaire”(LEAD-other) by Hersey & Blanchard and the proposed “scale of readiness of teachers” and “school readiness questionnaire”.
The mother group of the study was public school teachers in Pingtung County. The survey samples include a total number of 554 teachers randomly selected from 57 different sizes of schools. The total number of usable sets of instrument returned was 456. The collected data was analyzed by the statistic methods of “Chi-square test”, “t-test”, “one-way ANOVA”, and “two-way MANOVA.” The conclusions are as followed:
1. The main leadership style is “selling style”(S2) and the second one is “telling style”(S1). The fewest using by principles is “delegating style” (S4).
2. Principles’ leadership styles are different based on sex of teachers, education background, area and sizes of schools.
3. Differences exist among teachers’ sex and education background regarding to teachers’ readiness. Teachers’ readiness mainly fitted to low readiness (R1) and high readiness (R4), which show extremely difference. And teachers’ readiness of R2 and R4 reveal the higher school effectiveness.
4. School effectiveness is different by area and size of schools. It has no relations with teachers’ variable.
5. Promotional styles of “selling”(S2) and “participating”(S3) and “delegating style” (S4) leadership can produce the higher school effectiveness excluding situational factors.
6. The correlation within principles’ leadership and teachers’ readiness is positive.
7. Principles’ leadership shows interaction with teachers’ readiness on school readiness.
8. Matched group had better effectiveness than non-matched group.
The result of analysis supports the “Situational Leadership Theory”. It also shows that principles’ leadership should be adjusted by teachers’ readiness. In the meanwhile, teachers’ readiness has its own important position when we need to predict the relation between leadership attitude and school effectiveness. Further suggestions and possible application of the model are also discussed in the main context.
第一章 緒 論------------------------------------------------ 1
第一節 研究動機與目的--------------------------------------------- 1
第二節 待答問題------------------------------------------------------ 4
第三節 名詞釋義------------------------------------------------------ 5
第四節 研究範圍及限制--------------------------------------------- 8
第二章 文獻探討--------------------------------------------- 11
第一節 領導之權變理論--------------------------------------------- 11
第二節 情境領導理論之探討--------------------------------------- 19
第三節 學校效能之分析與探討------------------------------------ 46
第四節 情境領導理論之相關研究--------------------------------- 55
第三章 研究方法--------------------------------------------- 89
第一節 研究架構------------------------------------------------------ 89
第二節 研究假設------------------------------------------------------ 94
第三節 研究對象------------------------------------------------------ 96
第四節 研究工具------------------------------------------------------ 101
第五節 實施程序------------------------------------------------------ 110
第四章 研究結果與討論---------------------------------- 113
第一節 教師背景變項對校長領導型式之考驗分析------------ 114
第二節 教師背景變項對教師準備度之考驗分析-------------- 126
第三節 教師背景變項對學校效能之考驗分析----------------- 140
第四節 校長領導型式對學校效能之考驗分析----------------- 148
第五節 教師準備度對學校效能之考驗分析-------------------- 153
第六節 校長領導型式與教師準備度之關聯分析-------------- 158
第七節 校長領導型式與教師準備度之交互作用在學校效能上之考驗分析-- 160
第八節 校長領導型式與教師準備度之配合情形在學校效能上的考驗分析----- 170
第五章 結論與建議---------------------------------------- 175
第一節 主要研究發現---------------------------------------------- 175
第二節 結論--------------------------------------------------------- 182
第三節 建議--------------------------------------------------------- 187
參考書目 ------------------------------------------------------------------- 192
附錄一 LEAD領導型式計算方式---------------------------------- 202
附錄二 國民小學行政領導情境問卷【預試問卷】------------ 203
附錄三 國民小學行政領導情境問卷【正式問卷】------------- 209
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