公私立中等學校校長家長式領導與教師士氣關係之研究

Abstract

本研究的主旨是在探討臺北縣市校長家長式領導與教師士氣之關係，希望藉由理論探討與實徵研究的結果，提出建議做為校長領導學校行政，提高教師士氣的參考。\n 本研究採文獻探討法與問卷調查法並用，以臺北縣市公立國民中學121所，公立完全中學27，國立完全中學3所，私立中學32所，共計183所公立國民中學（含完全中學）為研究範圍。問卷發放550份，實際回收360份，有效問卷280份，佔全部問卷的51.6%。問卷回收後以描述性統計分析、t考驗檢定、單因子變異數分析與Scheffe` 法、逐步多元迴歸分析等spss統計方法進行資料分析。\n 本研究主要發現歸納如下：\n 一、校長家長式領導行為以德行領導最高，仁慈、威權領導次之；教師士氣以「行政管理」、「師生互動」、「專業自主」、「教學設備」、「工作投入」、「人際關係」、「工作滿足」、構面為高程度，其次「合理負擔」、「組織認同」、「團隊精神」構面為中程度。\n 二、任職學校在私立中學的教師對於校長仁慈領導、德行領導及威權領導均優於任職公立學校的教師。教師士氣在「行政管理」、「師生互動」、「教學設備」、「合理負擔」、「工作投入」、「團隊精神」、「工作滿足」、「組織認同」顯著優於任職公立學校的教師。\n 三、教師士氣構面，行政管理與師生教學互動影響教師士氣最大。教師的人格特質及教育熱忱最能表現在教師個人士氣，行政管理及師生互動最能影響教師士氣，過多教學限制或教學衝突都不利教師士氣。\n 四、校長的「仁慈領導」最能正向影響教師士氣；校長的「威權領導」最能負向影響教師士氣；標準化線性方程式教師士氣＝0.433「仁慈領導」－0.267「威權領導」＋0.123「德行領導」\n最後依據研究發現及結論提出建議，供教育行政機關、校長領導學校提高士氣及未來相關研究之參考。\n\n關鍵字：家長式領導（Paternalistic Leadership）、教師士氣(Teacher Morale)

The goal of this study is about the relationship between the principals’ paternalistic leadership and teachers’ morale in Taipei city and county, and make conclusions and suggestions practically, hoping to offer some references to principals’ leading educational administration to improve teachers’ morale.\nIn this study, literature review and questionnaire survey method are utilized and the samples are 121 public junior high schools, 27 public secondary schools, 3 National Secondary Schools , 32 private secondary schools, for a total of 183 public junior high schools (including the complete secondary schools) in Taipei City and Taipei County. 550 questionnaires were issued, the actual recovery of 360 copies, 280 copies of valid questionnaires, representing 51.6 percent of all questionnaires. After the questionnaires were recovered, the author adopted spss statistical methods such as descriptive statistical analysis, t test , one-way ANOVA ,Scheffe` method, and multiple regression analysis etc. for data analysis.\nThe major findings of this study are summarized as follows: \nFirst, the principal acts of paternalistic leadership to the leadership of the highest virtue, charity, followed by authoritarian leadership; the morale of teachers to \"administrative,\" \"teacher-student interaction,\" \"professional autonomy\", \"teaching\", \"job involvement\", \"interpersonal relations \",\" job satisfaction \", dimensions for a high level, followed by a\" reasonable burden \",\" organizational identification \",\" team spirit \"for the level of dimensions. \nSecond, the incumbent in the private secondary school teachers for the principals benevolent leadership, moral leadership and authoritarian leadership are better than public school teachers serving. Morale of teachers in the \"administration\", \"teacher-student interaction,\" \"Teaching equipment\", \"reasonable burden\", \"job involvement\", \"teamwork\", \"Job Satisfaction\", \"organization that\" significantly better than public schools serving teachers. \nThird, the morale of teachers, administrators and teachers and students affect the morale of teachers teaching the most interactive. Personality traits of teachers and education the most dedicated individuals in the morale of teachers, administrators and teacher-student interaction can affect the morale of teachers, too many restrictions on teaching or teaching conflicts detrimental to the morale of teachers. \nFourth, the principal of \"benevolent leadership\" the most positive impact on the morale of teachers; principals \"authoritarian leadership\" the most negative impact on the morale of teachers; the standardization of teacher morale linear equation = 0.433 \"benevolent leadership\" -0.267 \"authoritarian leadership\" +0.123 \"moral leadership\" \n Finally, based on findings and conclusions of this ,we make recommendations for executive, leadership of school principals to improve the morale and future research reference.