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研究生:郭逸瑄
研究生(外文):Kuo, Yi-Hsuan
論文名稱:高級中學校長領導行為與教師賦權增能關係之研究
論文名稱(外文):The relationship of principal leadership and teacher empowerment in senior high school.
指導教授:單小琳單小琳引用關係
指導教授(外文):Shann, Sheaulin
學位類別:碩士
校院名稱:淡江大學
系所名稱:教育政策與領導研究所
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:236
中文關鍵詞:校長領導轉型領導交易領導教師賦權增能
外文關鍵詞:principal leadershiptransformational leadershiptransactional leadershipteacher empowerment
相關次數:
  • 被引用被引用:145
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  • 下載下載:180
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本研究旨在瞭解高級中學校長領導行為與教師賦權增能之間的關係,其次探討校長領導行為與教師賦權增能之內涵與現況。採用文獻分析及問卷調查法,以九十學年度第二學期台北市二十四所公立高級中學教師為研究對象,共發出690份問卷,回收有效問卷428份,有效率為62%。研究工具為「高級中學校長領導行為與教師賦權增能量表」,以SPSS for Windows 10.0中文版套裝軟體為資料分析工具,採用信效度分析、描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、典型相關及多元逐步迴歸分析等方法進行分析。
本研究之重要發現為:
一、「轉型領導」和「交易領導」同為校長領導行為的重要內涵
二、高級中學校長的領導,多採用轉型領導行為,其中以「鼓舞激勵」最常用
三、高級中學教師賦權增能的整體表現良好,以「自我效能」表現最佳,「參與決策」最顯不足
四、高級中學教師所知覺的校長領導行為,會因背景變項不同而有顯著差異
(一)男性教師較能知覺校長的領導行為
(二)教師兼主任較多知覺校長轉型領導的個別關懷和交易領導行為;教師兼組長較多知覺校長交易領導的例外管理;教師兼導師較少感受校長轉型領導的激勵或交易領導的實惠
(三)一般高中和完全中學的教師,比綜合高中教師能知覺校長交易領導行為的權宜獎賞
五、高級中學教師所知覺的教師賦權增能,會因背景變項不同而有顯著差異
(一)任教31年以上教師比任教6-10年教師,較覺得自己在學校有地位
(二)教師兼主任的賦權增能感最高,能參與決策、具影響力;教師兼組長職務在參與決策機會次之;教師兼任導師的專業成長需加強
(三)學校規模大的教師有較高的地位感和自我效能
(四)一般高中的教師比綜合高中的教師,具有較高的地位感
六、高級中學校長領導行為與教師賦權增能間具有顯著正相關
七、高級中學校長領導行為與教師賦權增能間具有顯著典型相關
(一)校長的轉型領導和交易領導行為,有利於提昇教師賦權增能
(二)校長的放任領導行為,不利教師賦權增能,讓教師感到沒有地位
(三)校長愈少採用放任的領導行為,教師愈有專業成長的機會
八、高級中學校長轉型領導行為能有效預測教師賦權增能,以「個別關懷」最具預測力。
根據文獻探討和研究結果,提出建議供教育主管行政機關、高級中學校長、高級中學教師及後續研究者參考。
Transformational leadership and teacher empowerment have been addressed in literature as the critical components of school transformation. The main purpose of this study is to identify the relationship between principal leadership and teacher empowerment in senior high school, and then to discover if other factors about schools, teachers, or principals influence the relationship between either of leadership styles of principals and teacher perception of empowerment.
Data were gathered from teachers during 2001 school year using Bass’s Multifactor Leadership Questionnaire, Short and Rinehart’s School Participant Empowerment Scale and a demographic questionnaire. Six hundred and ninety questionnaires were mailed to teachers in twenty-four Taipei Public Senior High Schools with 428 returned usable surveys for a return rate of 62%. Quantitative analytic procedures included descriptive analysis, t-tests, one-way ANOVA, Pearson and canonical correlation, and multiple regression analysis.
The results of this study supported that the transformational and transactional leadership employed together are essential for effective principal leadership and act as statistically significant predictors of leadership and teacher empowerment. There were statistically significant differences among teachers’ perceptions of principal leadership and teacher empowerment; namely, teachers in administrative fields at normal senior high schools view their principals as transformational leaders and themselves as empowered teachers to a greater degree than do other teachers.
In addition, a positive significant relationship was seen between principal leadership and teacher empowerment, as all six empowerment dimensions statistically significantly correlated with all transformational leadership dimensions except laissez-faire. Regression models were developed that combined leadership variables associated with transformational, transactional, and laissez-faire leadership to determine which were most predictive of teacher empowerment. The transformational behaviors of idealized influence and individual consideration proved to be the most consistent predictors of the outcomes of teacher empowerment. Furthermore, individual consideration was the highest predictor of empowerment scores.
These findings support that transformational leadership relates to teachers'''' perceptions regarding their own empowerment. Based on the study findings, recommendations were made for educational administration institutive, for senior high school principals and teachers, and for future study.
目次
第一章 緒論
第一節 研究動機與目的
第二節 研究問題
第三節 重要名詞釋義
第四節 研究方法與步驟
第五節 研究範圍與限制
第二章 文獻探討
第一節 轉型及交易領導之理論與相關研究
第二節 教師賦權增能之理論與相關研究
第三節 校長轉型領導與教師賦權增能的關係
第三章 研究設計與實施
第一節 研究架構
第二節 研究假設
第三節 研究對象
第四節 研究工具
第五節 實施程序
第六節 資料處理
第四章 研究結果分析與討論
第一節 基本資料分析
第二節 高級中學校長領導行為之現況分析
第三節 高級中學教師賦權增能之現況分析
第四節 不同背景變項在高級中學校長領導行為現況之差異分析
第五節 不同背景變項在高級中學教師賦權增能現況之差異分析
第六節 高級中學校長領導行為與教師賦權增能之相關分析
第七節 高級中學校長領導行為與教師賦權增能之預測力分析
第五章 結論與建議
第一節 結論
第二節 建議
參考文獻
一、中文部份
二、英文部份
附 錄
附錄一、研究調查預試問卷
附錄二、研究調查正式問卷
附錄三、校長領導行為量表預試問卷之項目分析結果
附錄四、教師賦權增能量表預試問卷之項目分析結果
表次
表2- 1 領導理論與研究的發展趨勢
表2- 2 國外教育領導人轉型及交易領導的相關研究
表2- 3 國內教育領導人轉型及交易領導與「學校效能與領導效能」相關研究
表2- 4 國內教育領導人轉型及交易領導與「學校經營管理」的相關研究
表2- 5 國內教育領導人轉型及交易領導與「教師心理層面」的相關研究
表2- 6 國內教育領導人轉型及交易領導與「學校學生層面」的相關研究
表2- 7 「EMPOWERMENT」中文譯名
表2- 8 「EMPOWERMENT」賦權增能和「DELEGATION」授權的權力關係
表2- 9 學校改革文獻中教師賦權增能的構面
表2-10 國外教育領導人賦權增能之相關研究
表2-11 國內教育領導人賦權增能之相關研究
表3- 1 預試問卷發出與回收情形
表3- 2 正式問卷發出與回收情形
表3- 3 校長領導行為量表(預試問卷)內容
表3- 4 校長領導行為量表(預試問卷)因素分析結果
表3- 5 校長領導行為量表(預試問卷)信度分析結果
表3- 6 教師賦權增能量表(預試問卷)內容
表3- 7 教師賦權增能量表(預試問卷)因素分析結果
表3- 8 教師賦權增能量表(預試問卷)信度分析結果
表3- 9 校長領導行為量表(正式問卷)因素分析結果
表3-10 校長領導行為量表(正式問卷)信度分析結果
表3-11 教師賦權增能量表(正式問卷)因素分析結果
表3-12 教師賦權增能量表(正式問卷)信度分析結果
表4- 1 正式問卷研究對象基本資料分析表
表4- 2 高級中學校長領導行為量表之各題得分情形
表4- 3 高級中學校長領導行為之現況摘要
表4- 4 高級中學教師賦權增能量表之各題得分情形
表4- 5 高級中學教師賦權增能之現況摘要
表4- 6 不同教師性別在校長領導行為之平均數、標準差、T考驗
表4- 7 不同教師年齡在高級中學校長領導行為之變異數分析摘要表
表4- 8 不同教師年資在高級中學校長領導行為之變異數分析摘要表
表4- 9 不同教師學歷在高級中學校長領導行為之變異數分析摘要表
表4-10不同教師職務在高級中學校長領導行為之變異數分析摘要表
表4-11不同校長性別在校長領導行為之平均數、標準差、T考驗
表4-12不同學校規模在校長領導行為之平均數、標準差、T考驗
表4-13不同學校類型在高級中學校長領導行為之變異數分析摘要表
表4-14不同背景變項在校長領導行為的差異情形一覽表
表4-15不同教師性別在教師賦權增能之平均數、標準差、T考驗
表4-16 不同教師年齡在高級中學教師賦權增能之變異數分析摘要表
表4-17 不同教師年資在高級中學教師賦權增能之變異數分析摘要表
表4-18 不同教師學歷在高級中學教師賦權增能之變異數分析摘要表
表4-19不同教師職務在高級中學教師賦權增能之變異數分析摘要表
表4-20不同校長性別在教師賦權增能之平均數、標準差、T考驗
表4-21不同學校規模在教師賦權增能之平均數、標準差、T考驗
表4-22不同學校類型在高級中學教師賦權增能之變異數分析摘要表
表4-23不同背景變項在教師賦權增能的差異情形一覽表
表4-24 高級中學校長領導行為與教師賦權增能之積差相關
表4-25 高級中學校長領導行為與教師賦權增能之典型因素顯著性考驗
表4-26 高級中學校長領導行為與教師賦權增能之典型相關分析摘要表
表4-27 高級中學校長領導行為對「整體教師賦權增能」之逐步迴歸摘要表
表4-28 高級中學校長領導行為對「參與決策」之逐步迴歸摘要表
表4-29 高級中學校長領導行為對「專業成長」之逐步迴歸摘要表
表4-30 高級中學校長領導行為對「地位」之逐步迴歸摘要表
表4-31 高級中學校長領導行為對「自我效能」之逐步迴歸摘要表
表4-32 高級中學校長領導行為對「自主性」之逐步迴歸摘要表
表4-33 高級中學校長領導行為對「影響力」之逐步迴歸摘要表
表4-34 高級中學校長領導行為對教師賦權增能之預測變項解釋量統計表
圖次
圖2-1 領導行為連續面LEADERSHIP CONTINUUM
圖2-2 領導行為因素LEADERSHIP FACTORS
圖2-3 轉型領導附加效用THE ADDITIVE EFFECT OF TRANSFORMATIONAL LEADERSHIP
圖3-1 高級中學校長領導行為與教師賦權增能關係之研究架構
圖4-1 高級中學校長領導與教師賦權增能關係之第一組典型相關路徑分析
圖4-2 高級中學校長領導與教師賦權增能關係之第二組典型相關路徑分析
圖4-3 高級中學校長領導與教師賦權增能關係之第三組典型相關路徑分析
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