國民中學校長正向領導、教師正念與教學效能關係之研究

Abstract

本研究旨在瞭解國民中學校長正向領導、教師正念與教學效能之現況，並分析不同背景變項之教師在知覺校長正向領導、教師正念與教學效能之差異情形，且探討三者之間的關係，最後藉由校長正向領導與教師正念對教學效能進行預測。\r\n本研究採調查研究法，共計抽樣14所學校，發出571份問卷，回收566份有效問卷，問卷有效率達92%。資料處理之部分則分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關、結構方程模式等統計方式進行統計分析。\r\n本研究獲致以下之結論：\r\n一.國民中學教師知覺正向領導為高程度，以「營造正向氣氛」之知覺程度相對較高，「運用正向溝通」之知覺程度相對較低。\r\n二.國民中學教師知覺教師正念為高程度。\r\n三.國民中學教師知覺教學效能為高程度，以「教學情境」之知覺程度相對較高，「教學策略」之知覺程度相對較低。\r\n四.國民中學教師，因其年齡、服務年資、擔任職務、學校規模之不同，而有不同的正向領導知覺感受，以51歲以上、服務年資21年以上、兼任行政職務、大型學校之教師知覺程度相對較高。\r\n五.國民中學教師，因其年齡之不同，而有不同的教師正念感受，以51歲以上之教師知覺程度相對較高。\r\n六.國民中學教師，因其年齡、服務年資、擔任職務、學校規模之不同，而有不同的教學效能知覺感受，以51歲以上、服務年資21年以上、兼任行政職務、大型學校之教師表現程度較高。\r\n七.國民中學正向領導、教師正念與教學效能的知覺及各分層面，彼此之間具有正相關。\r\n八.國民中學校長正向領導可直接影響教學效能，亦可間接透過教師正念之中介機制，對教學效能產生正向影響，教師正念具有部分中介效果。\r\n最後依據研究結果提出具體建議，提供教育行政機關、國民中學校長、教師及未來研究之參考。

The purpose of the study is to investigate the current practice of three study variables of “principals’ positive leadership”, “teachers’ mindfulness”, and “teaching effectiveness” in junior high schools. The study is trying to verify the above three variables by the different backgrounds of teachers and investigate the relationship of these three variables. In conclusion, this study will attempt to estimate teaching effectiveness through principals’ positive leadership and teachers’ mindfulness.\r\nThe study will be approached by the survey method, the samples which include 14 schools and 566 valid outcomes within 571 questionnaires, the effective rate reached 92%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Structural equation modeling.\r\nThe findings of this study are as follows:\r\n1.Junior high schools teachers’ perception of principals’ positive leadership is high degree; “create a positive atmosphere” is the highest, and “use positive communication” is the lowest.\r\n2.Junior high schools teachers’ perception of teachers’ mindfulness is high degree.\r\n3.Junior high schools teachers’ perception of teaching effectiveness is above average; “teaching scene” is the highest, and “teaching strategy” is the lowest.\r\n4.There are different perception levels to junior high schools teachers to the principals’ positive leadership by different ages, years of service, positions, and school size. According to the results, the following groups have higher levels: (1) teachers above 51 years old, (2) teachers with more than 21 years of service, (3) teachers serve as administrative positions, (4) teachers of large schools.\r\n5.There are different perception levels to junior high schools teachers to teachers’ mindfulness by different ages. According to the results, teachers above 51 years old have higher level.\r\n6.There are different perception levels to junior high schools teachers to teaching effectiveness by different ages, years of service, positions, and school size, . According to the results, the following groups have higher levels: (1) teachers above 51 years old, (2) teachers with more than 21 years of service, (3) teachers serve as administrative positions, (4) teachers of large schools.\r\n7.There is a positive correlation among principals’ positive leadership, teachers’ mindfulness, and teaching effectiveness.\r\n8.Principals’ positive leadership could affect teaching effectiveness directly in junior high schools, and which could also affect teaching effectiveness positively through teachers’ mindfulness.\r\nIn conclusion, this study hopes to provide specific suggestions to educational administration agencies, junior high schools, educational-related bodies, and other future researches.