臺中市國小校長正向領導、教師專業發展與學校效能之相關研究

Tunghai University Institutional Repository > 社會科學學院 > 教育研究所 > 教育研究所碩士在職專班 > 碩士論文 > Item 310901/23666

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Title:	臺中市國小校長正向領導、教師專業發展與學校效能之相關研究
Other Titles:	A Study on the Relationships among Principal Positive Leadership, Teacher Professional Development and School Effectiveness of Elementary Schools in Taichung City
Authors:	吳麗真 Wu,LI-CHEN
Contributors:	陳世佳 Chen,Shr-jia 教育研究所在職專班
Keywords:	教師專業發展;校長正向領導;學校效能 teacher professional development;principal positive leadership;school effectiveness
Date:	2013
Issue Date:	2014-02-17T03:45:01Z (UTC)
Abstract:	本研究採問卷調查法，以臺中市公立國小正式教師為發放對象，進行分層隨機抽樣，共發放551份問卷，回收問卷513份，可用率為93.10％，同時以描述性統計、單因子變異數分析、積差相關、逐步多元迴歸及結構方程模式等統計方法進行資料分析。相關研究結果歸納如下：一、國民小學教師對校長正向領導、教師專業發展與學校效能的知覺皆為中上程度。二、國民小學教師知覺校長正向領導以「善用正向溝通」層面最高、知覺教師專業發展以「敬業精神與態度」層面最高、知覺學校效能以「教師教學與專業」層面最高。三、國民小學教師在校長正向領導上，以「男性」、「學校規模」以中型學校教師有較高的知覺。四、國民小學教師在教師專業發展上，以「男性」、「41-50歲」、「服務年資滿21年以上」、「教師兼主任」、「原臺中市」之教師有較高的知覺。五、國民小學教師在學校效能上，以「男性」、「教師兼主任」、學校地區「原臺中市」、「山線區」、學校規模「25-36班」、「男性校長」之教師有較高的知覺。六、校長正向領導、教師專業發展與學校效能三者之間具有中度正相關。七、校長正向領導與教師專業發展對學校效能均具有預測力。八、本研究所提出學校效能之理論模式與資料模式適配。 The survey method is used in this study to carry on stratified random sampling, and survey subjects are formal teachers in public elementary school in Taichung City. There are in total 551 questionnaires sent out and 513 questionnaires returned. The available ratio is 93.10%. A data analysis is made by descriptive statistics, one-way ANOVA, Pearson product-moment correlation coefficient, stepwise multiple regression and structural equation model. Through statistical analysis and discussion, research conclusions obtained were as follows﹕1.The perception of elementary teachers towards principals’ positive leadership, teacher’s professional development and school effectiveness was above average.2.The perception of elementary teachers towards principal’s positive leadership of“positive communication”are the highest；the perception of elementary teachers towards teacher’s professional development of“professional dedication and attitude”are the highest；and the perception of elementary teachers towards school effectiveness of “teaching and profession ofteachers” are the highest.3.The perception of elementary teachers towards principals’ positive leadership varied due to genders, the size of schools.4.The perception of elementary teachers towards teacher’s professional development varied due to genders, age, working seniorities, positions in schools, and the locations of schools.5.The perception of elementary teachers towards school effectiveness varied due to genders, positions in schools, the locations of schools, the size of schools, and the gender of principals.6.Among principals’ positive leadership, teacher’s professional development and school effectiveness were moderate positive correlated.7.Both of principals’ positive leadership and teacher’s professional development had remarkable predictive power on school effectiveness.8.The Proposed theorectical model on school effectiveness is consistent with data.
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