國民小學校長空間領導、組織學習與教學效能關係之研究

Abstract

本研究旨在瞭解臺北市及新北市國民小學校長空間領導、教師組織學習與教學效能之現況；分析不同背景變項之教師在知覺校長空間領導、教師組織學習與教學效能之差異情形；探討校長空間領導、組織學習與教學效能之間的關係與影響力。 本研究採問卷調查法及訪談法。問卷調查研究母群共計117所學校，以1170位教師為問卷施測對象；訪談法以6位在問卷調查校長空間領導部分得分高的校長為訪談對象。資料處理以描述性統計、信度分析、因素分析、皮爾遜積差相關、變異數分析、多元迴歸分析、中介模型的路徑分析進行統計分析；訪談資料以MaxQDA進行分析。 本研究獲致以下結論： 一、臺北市與新北市國民小學校長空間領導達到高程度，在「形塑空間願景」、「建構教育空間」層面的表現突出。 二、臺北市與新北市組織學習達高程度，以「溝通交流」層面，最明顯。 三、臺北市與新北市教學效能達高程度，以「多元教學策略」層面，最獲認同。 四、部分不同背景變項（如學校規模與職務）在國民小學校長空間領導、組織學習與教學效能上有差異。 五、國民小學校長空間領導、組織學習與教學效能三者間具有中高度顯著正相關。 六、國民小學校長空間領導、組織學習與教學效能具有良好的聚斂效度。 七、組織學習在校長空間領導與教學效能間扮演完全中介，故國民小學校長空間領導可經由組織學習對教學效能產生正向影響。 八、空間領導之價值在於潛在非正式影響力、增進組織成員的認同與信任感、主體性宣示效果與立即性效益以及滿足使用者的需求。 九、校長施行空間領導易遭遇組織成員不支持、經費不足等困境，校長應透過溝通、協調取得共識，並多方爭取資源與支持，俾能有利空間領導的延續。 最後，本研究依據研究結果提出建議，供教育行政機關、學校校長以及未來研究之參考。

This study aims to investigate the relationship among the space leadership of principals, learning organization of teachers, and the teaching effectiveness of elementary schools. This study analyzed different background variables from the teachers to see the difference in these 3variables on them. Also it examined the relationship among and the influence. This study was adopted the questionnaire survey and interview method. There were sending 1170 questionnaires to 117 elementary schools in Taipei City and New Taipei City, and interviewing 6 principals with high scores in space leadership performance. The conclusions of this study are listed below: 1.Some of the teachers’ background variables (e.g. school size and position) show the differences in the space leadership of principals, learning organization of teachers, and the teaching effectiveness of elementary schools. 2.The relationship among principals’space leadership, teachers’learning organization and the teaching effectiveness of elementary schools have a medium - high significant positive correlation. 3.The space leadership of principals, learning organization and teaching effectiveness have good convergent validity. 4.Learning organization is a complete mediation of the principals’ space leadership and teaching effectiveness. The findings show that the principals’ space leadership has a positive impact on teaching effectiveness through the learning organization. 5.The value of space leadership includes attaining potential informal influence, enhancing the recognition and trusting of members in organizations, achieving subjective declaration effects and immediate benefit consequences, and satisfying the user’s needs. 6.The difficulties in the implementation of principals’ space leadership are not being supported from the members and lack of funding in the organization, etc. Therefore, principals should reach consensus by communicating and coordinating with members, and acquire various resources and support in order to achieve the continuous space leadership. At last, according to the results of the research, the study conducted some suggestions to provide reference materials to educational administrative organizations, school principals and other researchers in this field.