臺灣博碩士論文加值系統

摘 要
面對混沌不明的教育現場、階層體制的無能，校長的角色也必需跟著改變，如此才能創造校長與追隨者的雙贏。本論文主要分析國小校長服務領導內涵、了解國小校長服務領導理念與實際。全文計分為兩個部分，第一部分為理論建構，從國內外服務領導相關文獻中，進行內容分析並歸納出國小校長服務領導內涵。接著經過四次德懷術之專家諮詢修訂，最後形成「建立願景」、「賦權增能」、「可信任度」、「建立社群」、「關懷服務」、「協助發展」、「傾聽瞭解」、「珍視他人」、「謙虛和遜」等九個向度，與七十項重要的服務領導內涵細項。
第二部分為實證分析，共寄出「國小校長服務領導內涵量表」計300份，回收有效問卷276份，進行資料彙整與統計分析，以描述統計、變異數分析與事後比較、相關分析來詮釋所發現之研究現象。
研究結論如下：
一、國小校長普遍能接受服務領導的理念，亦認為自己在實踐服務領導。
在服務領導理念部分，平均數介於3.62~ 3.81之間，顯示國小校長對於服務領導的理念趨向贊同。另外在服務領導實踐部分，九大向度的平均數介於3.34 ~ 3.64 之間，顯示國小校長實際實踐服務領導的程度趨向於「符合」與「非常符合」之間。
二、年長的國小校長較能接受服務領導的理念，亦較能實踐服務領導。
三、資深的國小校長對於服務領導理念的知覺較佳。
50歲(含)以上的國小校長，其對於服務領導的理念 、或是服務領導實踐的程度，明顯高於41-50歲的國小校長。
四、國小校長服務領導理念與實踐程度在性別、學歷、宗教信仰、學校位置及學校規模等變項，並無顯著差異存在。
五、國小校長服務領導理念與服務領導實際呈現正相關。
這說明國小校長愈贊成服務領導的理念，則其實踐服務領導的程度就會愈符合。
六、國小校長在「謙虛和遜」向度的實踐仍有努力的空間。
當前國小校長認為「謙虛和遜」是重要的服務領導理念，然而在實際實行時卻落到第三，理念與實際出現差距，多少表示當前國小校長在「謙虛和遜」向度的實踐，仍有努力的空間。
七、國小校長在「建立願景」向度的理念認知與實踐，均有待加強。
不管是在理念方面、或是在實踐方面，「建立願景」向度都遠遠落後於其他向度，這多少說明願景建立對於國小校長而言，是相較其他向度，被列為最後考慮的向度，甚至在實踐時的表現也是比較遜色的。
相關建議如下：
壹、對教育行政機關之建議
一、重視國小校長服務領導理念宣導與培訓。
二、推動國小校際間校長策略盟專業互動機制。
貳、對校長本身之建議
一、重視服務領導專業知能的成長。
二、重視「建立願景」的服務領導理念與實踐。
三、力行實踐「謙虛和遜」的服務領導修為。
參、對校長培訓及師資培育機構之建議
一、加強國小校長及教師服務領導理念職前培訓。
二、重視國小校長服務領導知能之分享與在職進修。
肆、對後續研究之建議
一、研究對象：可以進行公私立國小校長服務領導內涵之比較探討。
二、研究主題：
(一)由本文獻探討得知，服務領導與工作滿意度、領導的發展與管理、學校效能間，乃為正向相關，因此後續研究亦可朝此方向深究。
(二) 研究結果發現年長的校長比年輕的國小校長要來得能接受服務領導理念，其原因為何？可加以探究。
(三)研究方法：可以實際進入校園觀察國小校長服務領導的實踐程度，做個案式的深入訪談。

Abstract
With rapidly changing educational environment, hopeless hierarchical system and a confused atmosphere, the principals’ role must change in order to create a “win-win” situation. The purpose of this research was to develop contents of servant-leadership and realize the philosophy and the practice of servant-leadership.
The study included two stages—the construction of the theory and the empirical analysis. First, the study analyzed the contents of servant-leadership in native and foreign countries through literature reviews so as to generalize the contents of principals’ servant-leadership.
After Delphi technique was used for four times, the survey experts’ opinions on these servant-leadership contents then was generalized into 9 sections, including “constructing visions”, ” empowerment”, ”credibility”,” constructing community”, ”care and service”, “development”, “listening and awareness”, “valuing others”, “humility“, and also 70 servant-leadership indicators.
In the second part, 300 questionnaires of “Servant Leadership Indicators of Elementary School Principals” were responded by 276 elementary school principals. Data was analyzed with descriptive statistics, one-way ANOVA, and correlation analysis.
The results were as follows:
1. Principals of elementary school generally could accept the philosophy and they believed they practiced servant-leadership. In the sections of servant-leadership philosophy, the average scores were between 3.62 and 3.81. It showed principals agreed with servant-leadership philosophy. In the sections of servant-leadership practice, the average scores were between 3.34 and 3.64. It expressed principals actually practiced servant-leadership.
2. The old principals more accepted and practiced servant-leadership more than the young principals.
3. The principals who owned long working tenure accepted and practiced servant-leadership more than the principals owning short working tenure.
4. There was no significant difference among sex, educational background, religious belief, school location and school size.
5. There was positive correlation between the servant-leadership philosophy and the servant-leadership practice.
6. In the “humility” section, there is still space for improvement for elementary school principals.
7. In the “constructing visions” section, there is still need for improvement for elementary school principals.
The suggestions are as follows.
A. The suggestions for educational administration:
a. Value propaganda and training of servant-leadership.
b. Improve strategic alliance and professional interaction between schools and schools.
B. The suggestions for principals:
a. Value professional knowledge of servant-leadership.
b. Value the servant-leadership philosophy and practice in the “constructing visions” section.
c. Implement principals’ humility.
C. The suggestions for principals’ training and evaluation organization:
a. Strength principals’ and teachers’ training about the servant-leadership philosophy.
b. Value the sharing of servant-leadership knowledge and in-service learning.
D. The suggestions for further study are as follows:
a. Compare differences between public schools and private schools.
b. There was positive correlation among job satisfaction, school effectiveness and servant-leadership.
c. Explore the result about the old principals accepting the servant- leadership philosophy more than the young principals.
d. Make use of in-depth interview to acquire practical examples of servant-leadership.

第一章 緒 論…………………………………………………………… 1
第一節 研究動機與目的……………………………………………1
第二節 待答問題與名詞界定………………………………………7
第三節 研究方法與步驟……………………………………………9
第四節 研究範圍及限制…………………………………………12
第一章 文獻探討……………………………………………………… 15
第一節 服務領導理論之發展………………………………………15
第二節 服務領導理論之範疇………………………………………35
第三節 服務領導內涵分析…………………………………………54
第四節 服務領導內涵建構…………………………………………78
第五節 服務領導之相關研究………………………………………86
第六節 服務領導策略之探究………………………………………124
第三章 研究設計與實施………………………………………………127
第一節 研究架構……………………………………………………127
第二節 研究對象與實施…………………………………………129
第三節 研究工具…………………………………………………133
第四節 資料處理與統計分析………………………………………153

第四章 研究結果分析與討論 …………………………………………155
第一節 國小校長服務領導內涵篩選……………………………155
第二節 國小校長服務領導理念之調查結果……………………183
第三節 國小校長服務領導實際之調查結果……………………204
第四節 國小校長服務領導策略之調查結果……………………228
第五節 服務領導理念與服務領導實際之關聯…………………231
第五章 結論與建議 ……………………………………………………235
第一節 主要研究發現………………………………………………235
第一節 結 論………………………………………………………239
第二節 建 議………………………………………………………242

參考文獻 ……………………………………………………………… 247
附錄
附錄一 國小校長服務領導之內涵分析專家諮詢表(德懷術第一回合)………267
附錄二 國小校長服務領導之內涵分析專家諮詢表(德懷術第二回合) ………281
附錄三 國小校長服務領導之內涵分析專家諮詢表(德懷術第三回合)………291
附錄四 國小校長服務領導之內涵分析專家諮詢表(德懷術第四回合)………301
附錄五 個別訪談研究同意函……………………………………………………307
附錄六 國小校長服務領導內涵分析訪談大綱…………………………………308
附錄七 國小校長服務領導內涵量表(預試問卷)………………………………309
附錄八 正式問卷教授推薦函……………………………………………………315
附錄九 國小校長服務領導內涵量表(正式問卷)………………………………316

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