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研究生:許嘉政
研究生(外文):Chia-cheng Hsu
論文名稱:國民小學校長權力資源運用、學校權力文化與學校組織效能關係之研究
論文名稱(外文):A Study of Power Resource Utilization, School Power Culture, and School Organization Effectiveness in Elementary Principals
指導教授:張慶勳張慶勳引用關係
指導教授(外文):Ching-Hsun Chang
學位類別:博士
校院名稱:國立屏東教育大學
系所名稱:教育行政研究所
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:2010
畢業學年度:99
語文別:中文
論文頁數:335
中文關鍵詞:權力資源運用學校權力文化學校組織效能
外文關鍵詞:power resource utilizationschool power cultureschool organization effectiveness
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本研究旨在探討與驗證國民小學校長權力資源運用、學校權力文化與學校組織效能之現況和關係,並驗證此結構方程理論模型的關係和適配度。
本研究主要採取調查研究法,以屏東縣公立國小教師為研究對象,研究工具為研究者自編的「國民小學校長權力資源運用、學校權力文化與學校組織效能調查問卷」。採分層隨機抽樣方法,依學校規模及所在視導區分層,選取校長在該校任滿一年以上的學校,並以在該校服務滿一年以上的教師為抽樣對象,回收可用問卷515份。並運用spss 18.0 for Windows(內含AMOS 16.0)統計套裝軟體,進行平均數、獨立樣本t考驗、單因子變異數分析考驗、積差相關考驗、典型相關考驗、多元迴歸分析和結構方程模式等統計方法的資料處理。依據資料分析與討論的結果,本研究結論計有十一項:
一、國小教師普遍認同學校組織效能的成效
二、國小校長經常運用知識的和規範的權力資源,並能藉此增進與展現學校組織效能
(一)國小校長較常運用規範的權力資源
(二)國小校長較不常運用物質的權力資源
(三)國小校長較少針對成員的喜好差異,運用不同的物質權力資源
(四)校長善用知識的權力資源,有助於學校組織的內部統整
(五)國小校長運用知識和規範的權力資源能增進與展現學校組織效能
三、國小存有各種學校權力文化,其中創造模糊與抗拒疏離的文化會對學校組織效能造成負面顯著的影響
(一)國小校內存有順從整合、創造模糊與抗拒疏離的權力文化內涵,其中以創造模糊的學校權力文化較多
(二)國小校內的創造模糊與抗拒疏離權力文化,會對學校組織效能造成負面顯著的影響
(三)國小校內雖存有順從整合的權力文化內涵,但與學校組織效能的負面關係並不大
四、兼任主任的教師較能感受校長在權力資源上的運用
五、小型和大型學校有較高的學校組織效能,且其教師較能感受校長在權力資源上的運用
六、中大型學校存有較多樣的權力文化內涵,且以抗拒疏離的權力文化較多
七、恆春視導區學校的教師較無法感受校長在知識與規範的權力資源上的運用
八、女性校長較常運用物質的權力資源,且其教師較能感受學校權力文化的內涵
九、本校服務年資進入第二任的校長較常運用各種權力資源
十、校長權力資源的運用可促進學校組織效能,若透過學校權力文化為中介,會對學校組織效能有所減損
十一、本研究建構之「國民小學校長權力資源運用、學校權力文化與學校組織效能之理論模式」具良好適配度
The purpose of this study was to investigate current situations of power resource, school power culture, and school organization effectiveness, to explore their relationships on elementary principals, and to confirm the data fit in the model using a structural equation model. A survey design was conducted in public elementary schools in PingTung County. A stratified random sample of 515 subjects in accordance with school sizes and school districts completed the questionnaires. A Power Resource Utilization, School Power Culture, and School Organization Effectiveness of Elementary Principal Questionnaire original developed by the principle investigator was administered to eligible elementary principals and teachers who served in current schools at least one year.
Statistical methods using SPSS 18.0 version for Windows with AMOS 16.0 version included descriptive analysis, independent t test, one-way ANOVA, product-moment and canonical correlations, multiple regressions, and finally structural equation modeling. According to data analysis and discussion outcomes, 11 conclusions were made in following:
1. In general, elementary teachers agreed the effects of school organization effectiveness.
2. Elementary principals frequently utilized knowledge and moral power resources resulted in promoting and showing school organization effectiveness.
2.1 Moral power resources were more frequent to be utilized by elementary principals.
2.2 Material power resources were less frequent to be utilized by elementary principals.
2.3 Elementary principals seldom utilized different material power resources to school members which were based on members’ preferences.
2.4 Elementary principals who utilized knowledge power resource benefited internal integration of school organization.
2.5 Elementary principals utilized knowledge and moral power resources which could promote and show school organization effectiveness.
3. Various school power culture existed in elementary school. In particular, both blurred creation and resistant isolation caused negative effect on school organization efficacy.
3.1 Compliant integration, creative ambiguity, and resistant isolation to power culture existed in elementary schools. Among these aspects of school power culture, creative blurred power culture was the most frequent seen.
3.2 Both creative ambiguity and resistant isolation to power culture significantly negative affected school organization effectiveness.
3.3 Although compliant integration to power culture existed in elementary schools, its negative relationship with school organization effectiveness had no evidence.
4. Teachers with a part-time director position perceived more power resource utilization delivered by school principal than other teachers.
5. Small schools had higher school organization effectiveness than large school. Teachers taught in smaller school perceived more power resource utilization delivered by school principals than teachers taught large schools.
6. Middle-large schools existed more varied school power culture along with the highest frequency of resistant isolation.
7. School teachers taught in Heng Chun district received less knowledge and moral power resource utilization than other school districts of PingTung County.
8. Material power resources were more used by female principals and subsequent affected teachers to perceive school power culture.
9. Elementary principals who entered the second term of office were utilized more varied school power resources.
10. Elementary principals who utilized power resources could promote school organization effectiveness. If school power culture could play as a mediator, school organization effectiveness could be negative affected.
11. This study strongly confirmed data fit in the model of power resource utilization, school power culture, and school organization effectiveness.
謝詞 Ⅰ
論文摘要 Ⅱ
圖次 Ⅸ
表次 Ⅹ
第一章 文獻探討 1
第一節 研究動機與目的 1
第二節 研究問題 5
第三節 名詞釋義 6
第四節 研究範圍與限制 10
第二章 文獻探討 13
第一節 權力資源運用的理論 13
第二節 學校權力文化的理論 45
第三節 學校組織效能的理論 86
第四節 權力資源運用、學校權力文化
    與學校組織效能的相關研究 112
第五節 綜合評析與啟示 129
第三章 研究設計與實施 139
第一節 研究架構 139
第二節 研究假設 140
第三節 研究方法 142
第四節 研究對象 143
第五節 研究工具 145
第六節 研究實施過程與資料分析 160
第四章 結果分析與討論 165
第一節 現況之分析與討論 165
第二節 不同背景變項教師知覺之差異分析 177
第三節 校長權力資源運用、學校權力文化與
    學校組織效能之關係分析 199
第四節 校長權力資源運用、學校權力文化與
    學校組織效能之解釋力分析 211
第五節 校長權力資源運用、學校權力文化與
    學校組織效能之結構方程模式分析 218
第五章 結論與建議 227
第一節 主要研究發現 227
第二節 結論 232
第三節 建議 244
參考文獻 255
附錄 277
附錄一 預試問卷發出及回收份數一覽表 277
附錄二 正式問卷發出及回收份數一覽表 278
附錄三 屏東縣國民小學校長權力資源運用、學校權力文化
    與學校組織效能調查問卷(內容效度用) 279
附錄四 國民小學校長權力資源運用、學校權力文化
    與學校組織效能調查問卷(預試問卷) 295
附錄五 國民小學校長權力資源運用、學校權力文化
    與學校組織效能調查問卷(正式問卷) 302
附錄六 國民小學校長權力資源運用、學校權力文化
    與學校組織效能調查問卷內容效度評析資料分析 308
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