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研究生:陳啟東
研究生(外文):Chi-Tung Chen
論文名稱:高級職業學校校長領導型態對教師組織公民行為與學校組織績效影響之研究
論文名稱(外文):he Effects of Leadership Styles of Principals in Senior Vocational High Schools for Teacher Organizational Citizenship Behavior and School Organizational Performance
指導教授:鍾瑞國鍾瑞國引用關係
指導教授(外文):Ruey-Gwo Chung
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:569
中文關鍵詞:領導型態轉型領導交易領導組織公平信任組織公民行為學校組織績效
外文關鍵詞:leadership styletransformational leadershiptransactional leadershiporganizational justicetrustorganizational citizenship behaviororganizational performance
相關次數:
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本研究之主要目的在於探討高級職業學校校長領導型態對教師組織公民行為與學校組織績效的影響,並探究變項間之關係,最後建構並驗證高職校長領導型態對教師組織公民行為與學校組織績效的影響模式。本研究主要採用問卷調查法,以我國臺灣地區高級職業學校教師為母群,運用分層隨機抽樣抽取58所學校共計870人為樣本,最後有效樣本計748人。使用的調查研究工具為研究者編製的「高級職業學校組織狀況調查問卷」,內容包括六種分量表。問卷調查研究所得資料經描述性統計、單因子多變量變異數分析、Pearson積差相關、線性結構模式分析等統計方法以考驗研究假設,並驗證模式的適配度。
根據研究發現,本研究得到下列幾項結論:
一、高職校長領導型態、教師組織公民行為與學校組織績效情況大致良好。
二、男性、資深、私立學校、其他類科學校、都市的學校教師所知覺到校長轉型領導行為較高。
三、男性、私立學校、小型學校教師所知覺到的校長交易領導行為較高。
四、教師知覺到女性、曾任高職教師的校長轉型領導行為較高。
五、教師知覺到女性、曾任高職教師的校長交易領導行為較高。
六、男性、已婚、資深、修畢40學分班、兼任行政工作、私立學校、或都市學校教師表現的組織公民行為較高。
七、男性、資深、一般大學畢業、兼任行政工作、私立學校、商業類科學校、都市學校、大型學校教師所知覺到的學校組織績效較高。
八、高職校長轉型領導與交易領導具高度相關。
九、高職校長領導型態、組織公平、信任、教師組織公民行為、及學校組織績效之間有密切的因果關係。
十、組織公平、信任與領導績效關係密切,且是校長運用領導型態增進領導績效的重要中介因素。
十一、高職校長轉型領導對領導績效影響高於交易領導。
十二、高職校長領導型態對教師組織公民行為與學校組織績效之影響模式其適配度良好,明確詮釋變項間因果關係與中介效果。
最後,依據上述研究假設提出十項建議供高級職業學校校長、教育行政主管機關、及後續研究者參考。
The purpose of this study was to inquire the impact of leadership styles of principals on teachers’ organizational citizenship behavior (OCBs) and schools’ organizational performance and to verify the model of principals’ leadership in senior vocational high schools.
In this study, the researcher adopted literature review to construct a principals’ leadership model for senior vocational high schools. Questionnaire survey was used to collect data for this study. The population was teachers of senior vocational high schools in Taiwan. 748 teachers from 58 schools were selected by stratified sampling. The collected data were analyzed by descriptive statistics, one-way MANOVA, Pearson product-moment correlation, and Structural Equation Modeling (SEM).
In conclusion, the following are the major findings of this study:
1.The status quo of principals’ leadership styles, teachers’ OCBs, and schools’ organizational performance was above average.
2.The teachers who were male, senior, serving in private schools, special vocational subjects, and urban schools were more perceptive to principals’ transformational leadership.
3.The teachers who were male, serving in private schools and smaller schools were more perceptive to principals’ transactional leadership.
4.Under the consciousness of teachers, the principals who were female and ever served in vocational high schools did score higher on transformational leadership.
5.Under the consciousness of teachers, the principals who were female and ever served in vocational high schools did score higher on transactional leadership.
6.The teachers who were male, married, senior, graduated from master credit programs, concurrently administrative duties, serving in private schools and urban schools exhibited higher OCBs.
7.There are significant differences among teachers’ OCBs in terms of some teachers’ demographic variables and school background variables.
8.There were significant positive correlations between principals’ transformational and transactional leadership.
9.There were significant causality relationships among principal’ leadership styles, organizational justice, trust, teachers’ organizational citizenship behavior, and schools’ organizational performance.
10.Organizational justice and trust played important mediating roles in the relationship between principal’ leadership styles and leadership performance.
11.Principals’ transformational leadership was more effective than transactional leadership.
12.The model of the impact of leadership styles of principals in senior vocational high schools on teachers’ OCBs and schools’ organizational performance fitted the data well and definitely clarified the causality relationships among variables.

According the findings, some suggestions and recommendations for principals, administration agency, and further researchers were made.
摘要 I
ABSTRACT III
目錄 VII
表目次 XI
圖目次 XXIX
第一章 緒論 VII
第一節 研究背景與動機 1
第二節 研究目的 14
第三節 待答問題 15
第四節 研究方法與步驟 16
第五節 研究範圍與限制 19
第六節 名詞釋義 22
第二章 文獻探討 27
第一節 校長領導型態的理論分析 27
第二節 組織公民行為的理論分析 76
第三節 學校組織績效的理論分析 107
第四節 組織公平的理論分析 124
第五節 信任的理論分析 157
第六節 校長領導型態、組織公平、信任、教師組織公民行為、及學校組織績效的關係 174
第三章 研究設計與實施 199
第一節 研究架構 199
第二節 研究假設 202
第三節 研究對象與抽樣方法 209
第四節 研究工具 215
第五節 資料處理與統計方法 250
第四章 研究結果與討論 257
第一節 調查樣本之描述 257
第二節 不同教師背景變項、學校環境變項、校長背景變項之教師對校長領導型態知覺的差異情形 269
第三節 不同教師背景變項、學校環境變項之教師組織公民行為的差異情形 341
第四節 不同教師背景變項、學校環境變項之教師對學校組織績效知覺的差異情形 373
第五節 校長領導型態對教師組織公民行為與學校組織績效影響之結構方程模式分析 406
第五章 結論與建議 457
第一節 研究發現 458
第二節 結論 470
第三節 建議 479
參 考 文 獻 487
一、中文部份 487
二、英文部份 502
附錄一 533
附錄二 549
附錄三 559
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