學術產出-學位論文
文章檢視/開啟
書目匯出
-
題名 校長正向領導與學校效能關係之後設分析
A Meta-analysis of Principal’s Positive Leadership and School Effectiveness作者 林芳誼
Lin, Fang I貢獻者 湯志民
Tang, Chih Min
林芳誼
Lin, Fang I關鍵詞 校長正向領導
正向心理學
學校效能
後設分析
Positive leadership
Positive psychology
School effectiveness
Meta-analysis日期 2017 上傳時間 2-三月-2018 11:59:06 (UTC+8) 摘要 本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。本研究獲致結論如下：壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。貳、整體正向領導與學校效能關係為正相關，具大效應量。參、正向領導分層面與學校效能關係均為正相關，且為大效應量。肆、建立正向關係與學校效能間相關程度最高。伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。一、研究地區：關聯程度北部大於中南部。二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。壹、積極實施校長正向領導以促進學校效能。貳、從正向關係著手，有效實施正向領導。參、以南部學校為重，加強推廣正向領導。肆、從中等學校著手，積極推動正向領導。伍、從初等學校著手，強調賦予正向意義。陸、與男性教師相處可多運用正向溝通。
The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows:1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school.2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large.3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large.4.The correlation between positive relationship and school effectiveness is strongest.5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases.6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be.Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches.1.Implement principals’ positive leadership positively to promote school effectiveness.2.To implement positive leadership effectively, one has to start with positive relationship.3.Put schools of the south first and keep popularizing positive leadership.4.Promote positive leadership positively starting with secondary education.5.Emphasize the reinforcement of positive meaning starting with elementary education.6.Get along with the male teachers can use positive communication more often.參考文獻 壹、中文部分方德隆（1986）。國民中學組織結構與組織效能關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。朱經明（2009）。教育及心理統計學。臺北市：五南。何仁馨（2014）。新北市公立幼兒園主任正向領導與學校效能關係之研究（未出版之碩士論文）。淡江大學，新北市。吳百祿（2004）。學校領導：願景、領導與管理。高雄市：復文。吳宗立（2005）。學校行政決策（二版）。高雄市：麗文文化。*吳勁甫（2015a）。國小校長正向領導對學校效能影響之研究：教師心理資本的多層次中介效果。教育與心理研究，38（3），1-36。吳勁甫（2015b）。校長正向領導、教師組織公民行為與學校效能關係之後設分析。科技部專題研究計畫（一般型研究計畫）（MOST 104-2410-H-005-038）。國立中興大學，臺中市。吳政達、陳芝仙（2006）。國內有關國中小校長教學領導研究之後設分析。教育學刊，26，47-84。吳清山（1998）。學校效能研究。臺北市：五南。吳清山（2000）。學校行政（五版）。臺北市：心理。吳清山（2005）。學校效能研究的價值。教育研究集刊，51（2），133-139。吳清山（2013）。正向領導。教育研究月刊，230，136-137。吳清山（2014）。學校行政（七版）。臺北市：心理。吳清山、賴協志（2016）。高級中等學校校長正向領導量表之發展與運用。教育與心理研究，39（4），29-59。*吳麗真（2013）。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（未出版之碩士論文）。東海大學，臺中市。*呂建宏（2014）。校長正向領導、組織承諾與學校效能的關係之研究-以新北市偏遠國小為例（未出版之碩士論文）。國立臺北教育大學，臺北市。李宛柔、林怡君、于耀華、賴玉玲（2009）。後設分析之介紹。牙醫學雜誌，29（2），63-68。*李勇緻（2012）。新北市國小校長正向領導與學校效能之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。李茂能（2015）。傳統整合分析理論與實務：Ess & Excel。臺北市：五南。李菁菁（2014）。高級中學校長正向領導、教師職場希望感與學校效能之相關研究（未出版之博士論文）。國立臺南大學，臺南市。*林佩靜（2013）。高雄市國小校長正向領導與學校效能之相關研究（未出版之碩士論文）。國立臺東大學，臺東縣。林明地、連俊智（2013）。國小學校領導動力及其學校效能的差異分析。教育研究集刊，59（4），1-45。*林長賦（2015）。完全中學校長正向領導、教師工作投入與學校效能關係之研究（未出版之博士論文）。國立彰化師範大學，彰化縣。林新發（2010）。正向領導的理論基礎。國民教育，51（1），1-6。林新發（2011a）。華人地區學校校長正向領導模式初探。國民教育，52（1），1-6。林新發（2011b）。再論學校校長正向領導模式之建構。國民教育，31（4），37-42。*邱顯坤（2014）。臺北市國民中學校長正向領導與學校效能關係之研究（未出版之碩士論文）。國立政治大學，臺北市。柳敦仁、李茂能、吳培源（2006）。雲嘉南五縣市國小初任校長行政表現與學校效能關係之研究。嘉義大學通識學報，4，75-139。孫俊傑、龔心怡（2010）。國民中學兼任行政職務教師情緒勞務、教師自我效能與學校效能關係之研究。彰化師大教育學報，18，29-62。張攸萍、吳政達（2016）。R與STATA後設分析軟體應用與報表解析。教育研究月刊，264，127-147。張明玲（譯）（2013）。研究統合與後設分析（第四版）（原作者：H. Coope）。新北市：揚智文化。張奕華、蔡瑞倫（2010）。國民中學校長科技領導與學校效能關係之研究。學校行政，65，33-53。*張家珮（2017）。基隆市國民中學教師知覺校長正向領導與學校效能關係之研究（未出版之碩士論文）。輔仁大學，新北市。張紹勳（2014）。Meta分析實作：使用Excel與CMA程式。臺北市：五南。張德銳（2000）。教育行政研究。臺北市：五南。莊其穆（2011）。臨床醫師如何閱讀統合分析(Meta-analysis)的論文，臺灣醫界，54（2），74-82。*陳志揚（2016）。高雄市中等學校校長正向領導、學校組織文化與學校效能關係之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。陳詠禎（2016）。校長正向領導對學校教育品質的啟示。教育行政論壇，8（1），115-132。陳聰文、林素卿、龔心怡（2008）。國中教師知識管理對學校效能影響之研究。師資培育與教師專業發展期刊，1（1），25-49。彭祥瑀（2005）。國民小學校長轉型領導與學校效能之研究─以新竹縣為例（未出版之碩士論文）。臺北市立教育大學，臺北市。曾文志（2006）。活出生命的價值─正向心理學的認識。師友月刊，464，0-7。曾宛濤、張超（2015）。R與Meta分析。北京市：軍事醫學科學出版社。*曾若玫（2017）。國民小學校長正向領導、教師學術樂觀與學校效能關係之研究（未出版之博士論文）。國立臺北教育大學，臺北市。鈕文英（2010）。特殊教育證據本位實務之建立、鑑識與運用。南屏特殊教育，1，1-24。黃俊傑（2008）。心理學新典範─談正向心理學。國教之友，59（2），58-65。*楊昊韋（2017）。臺北市公立國中校長正向領導、教師情緒勞務與學校效能關係之研究（未出版之博士論文）。國立政治大學，臺北市。詹志禹（1988）。後設分析：量化的文獻探討法。思與言，26（4），1-15。廖遠光（2010）。後設分析在教育研究上的應用：以創造性思考教學之學習成效為例。取自https://goo.gl/1oKbt4*劉郁芬（2016）。臺北市國民小學校長正向領導與學校效能相關之研究-以肯定式探詢策略為中介變項（未出版之碩士論文）。臺北市立大學，臺北市。潘慧玲（1999a）。學校效能研究領域的發展。教育研究集刊，43，77-102。潘慧玲（1999b）。學校效能相關概念的釐析。教育研究資訊，7（5），138-153。*蔡琇韶（2017）。國民小學校長正向領導、教師正向心理資本、教師組織承諾與學校效能關係之研究（未出版之博士論文）。國立高雄師範大學，高雄市。蔡進雄（2000）。國民中學校長轉型領導、互易領導、學校文化與學校效能關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。鄭燕祥（2001）。學校效能及校本管理發展的機制。臺北市：心理。應立志、鍾燕宜（2000）。整合分析方法與應用。臺北市：華泰。*戴國雄（2013）。國民小學校長心理資本、正向領導行為與學校效能關係之研究（未出版之碩士論文）。國立新竹教育大學，新竹市。謝進昌（2010）。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。教育研究學報，44（2），133-156。謝進昌、陳敏瑜（2011）。國內教育、心理後設分析研究出版偏誤檢定之實徵分析。測驗學刊，58（2），391-422。謝傳崇（2011a）。校長正向領導：理念、研究與實踐。臺北市：高等教育。謝傳崇（2011b）。校長正向領導對教師教學影響之研究。教育資料與研究雙月刊，101，59-82。謝傳崇（2011c）。國民小學校長正向領導與學校效能關係之研究。臺灣教育發展論壇，3，49-66。謝傳崇、陳愛玲（2015）。國民小學校長學術樂觀與學校效能關係之研究。學校行政，98，1-22。*鍾雲英（2016）。高中校長正向領導指標建構與實徵分析（未出版之博士論文）。國立臺北教育大學，臺北市。蘇銘勳（2015）。國民小學校長正向領導與學校效能相關之研究–以教師組織承諾與學校組織氣氛為中介變項（未出版之博士論文）。國立嘉義大學，嘉義市。?貳、英文部分APA Publications and Communications Board Working Group on Journal Article Reporting Standards. (2008). Reporting standards for research in psychology. why do we need them? what do they need to be? American Psychologist, 63(9), 839-851.Australian Government Department of Education and Training. (2005). Professional learning in effective schools: The seven principles of highly effective professional learning. Retrieved from https://goo.gl/8srWB1Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), 1173-1182.Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Chichester, UK: John Wiley & Sons.Calm in the middle of a paradigm shift. (2016, May 12). Positive & Mindful Leader. Retrieved from https://goo.gl/ANv7vTCameron, K. S. (2008). Positively deviant organizational performance and the role of leadership values. Journal of Values Based Leadership, 1, 67-83.Cameron, K. S. (2010, March). Positive leaders. Leadership Excellence, 27(3). Retrieved from https://goo.gl/DDZBGPCameron, K. S. (2012). Positive leadership: Strategies for extraordinary performance. San Francisco, CA: Berrett-Koehler Publishers.Cameron, K. S. (2013). Practicing positive leadership: Tools and techniques that create extraordinary results. San Francisco, CA: Berrett-Koehler Publishers.Cameron, K. S., & Caza, A. (2004). Contributions to the discipline of positive organizational scholarship. American Behavioral Scientist, 47(6), 731-739.Cameron, K. S., & Dutton, J. E. (2003). Positive organizational scholarship: Foundations of a new discipline. San Francisco, CA: Berrett-Koehler Publishers.Carmeli, A., Dutton, J. E., & Hardin, A. E. (2015). Respect as an engine for new ideas: Linking respectful engagement, relational information processing and creativity among employees and teams. Human Relations, 68(6), 1021-1047.Cameron, K. S., & Whetten, D. A. (1996). Organizational effectiveness and quality: The second generation. In J. C. Smart (Ed.), Higher Education: Handbook of theory and research (Vol. 11, pp. 265-306). New York, NY: Agathon Press.Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.Cooper, H. (2015). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). Los Angeles, CA: Sage Publications.Day, C., & Sammons, P. (2016). Successful school leadership. Retrieved from https://goo.gl/r5RFr9Department for Education. (2014). Assessment Principles. Retrieved from https://goo.gl/r2LqorDiener, E., King, L., & Lyubomirsky, S. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803.Dutton, J. E. (2016). Positive relationships and high quality connections. Unpublished manuscript, University of Michigan`s Ross School of Business, Michigan.Dutton, J. E., & Sonenshein, S. (2009). Positive organizational scholarship. In S. Lopez (Ed.), Encyclopedia of Positive Psychology (pp.737-742). Oxford, England: Wiley-Blackwell.EES for Schools. (2015). The 6 dimensions of school effectiveness. Retrieved from https://goo.gl/tTPdCsEgger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629-634.Esteves, S. C., Majzoub, A., & Agarwal, A. (2017). The problem of mixing ‘apples and oranges’ in meta-analytic studies. Translational andrology and urology, 6(4), 412-413.Frederick, J. M. (1987). Measuring school effectiveness: Guidelines for educational practitioners. Washington, DC: Office of Educational Research and Improvement.George, B. (2016, March). The massive difference between negative and positive leadership. Fortune. Retrieved from https://goo.gl/kjllQ8Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8.Gordon, J. (2008). The case for positive energy. Retrieved from https://goo.gl/TEWfo1Gordon, J. (2017). The power of positive leadership: How and why positive leaders transform teams and organizations and change the world. Hoboken, NJ: John Wiley & Sons.Hargreaves, A. (2017). President`s message. Retrieved from https://www.icsei.net/index.php?id=532Heaphy, E. D., & Dutton, J. E. (2008). Positive social interactions and the human body at work: Linking organizations and physiology. Academy of Management Review, 33(1), 137-162.Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal`s time use and school effectiveness. American Journal of Education, 116(4), 491-523.McQuaid, M. (2015, May). Why do positive leaders believe it pays to be virtuous? Psychology Today. Retrieved from https://goo.gl/CB2QGbMonzani, L. (2017). A model for positive leadership in Argentinean firms. In W. L. Gardner (Ed.), Authentic Leadership and Followership (pp. 115-137). Zug, Switzerland: Springer International Publishing AG.Monzani, L., Braun, S., & Van Dick, R. (2016). It takes two to tango: The interactive effect of authentic leadership and organizational identification on employee silence intentions. German Journal of Human Resource Management, 30(3-4), 246-266.Mullen, B. (2013). Advanced basic meta-analysis: Version 1.10. New York, NY: Psychology Press.Muhlfeit, J., & Costi, M. (2016, October 14). The positive leader. Retrieved from https://goo.gl/P9GoPHNew Visions for Public Schools. (2006). Ten principles of effective school design. Retrieved from https://goo.gl/YM8FQoNoone, D. (2017, August). Military style strategic decision making for positive leaders. Positive & Mindful Leader Magazine. Retrieved from https://goo.gl/LKZov4Ontario Ministry of Education. (2013). School effectiveness framework : A support for school improvement and student success. Retrieved from https://goo.gl/R9GUUyPeterson, C. M., & Seligman, M. E. P. (2003). Positive organizational studies: Lessons from positive psychology. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 14-28). San Francisco, CA: Berrett-Koehler Publishers.Pigott, T. D. (2012). Advances in meta-analysis. New York, NY: Springer.Rajek, B. (1997). Designing and implementing value focused effectiveness indicators. Retrieved from ERIC database. (ED 409957)Rath, T. (2004) The impact of positive leadership. Business Journal. Retrieved from https://goo.gl/KzQzMQRosenthal, R. (1991). Meta-analytic procedures for social research. Newbury Park, CA: Sage Publications.Sammons, P. (2007). School effectiveness and equity: Making connections. Retrieved from https://goo.gl/C5mTWsSaunderson, R. (2013, May). Positive leadership: Being and doing. Training, 70-71. Retrieved from https://goo.gl/HjLjjHScheerens, J. (2013). What is effective schooling? A review of current thought and practice. Retrieved from https://goo.gl/657CrFSchwarzer, G., Carpenter, J. R., & Rucker, G. (2015). Meta-analysis with r. New York, NY: Springer.Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychological Association, 55(1), 5-14.Sutcliffe, K. M. & Vogus, T. J. (2003). Organizing for Resilience. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 94-110). San Francisco, CA: Berrett-Koehler Publishers.Thornton, L. F. (2015, September 2). What is positive leadership. Retrieved from https://goo.gl/xbApWTUnited Nations Children’s Fund. (2014). An introduction to effective school principles for secondary schools. Retrieved from https://goo.gl/4zT8mmValentine, J. (2014, October 3). Bill Rogers: Positive behaviour leadership. Retrieved from https://goo.gl/ek9OTzWampler, K. S. (1982). Bringing the review of literature into the age of quantification: Meta-analysis as a strategy for integrating research findings in family studies. Journal of Marriage and the Family, 44,1009-1023.Watson, G. (2010, January 28). What is positive leadership. Retrieved from https://www.slideshare.net/gfwatson/what-is-positive-leadership-3011418Watson, G. (2011, October 24). The positive leadership approach. Retrieved from https://goo.gl/M2RU7LWu, R. T. (2005, January). Relationship between teachers` teaching effectiveness and school effectiveness in comprehensive high schools in Taiwan, republic of China. Paper presented at the International Congress for School Effectiveness and Improvement Conference, Barcelona, Spain. Retrieved from https://eric.ed.gov/?id=ED490759 描述 碩士
國立政治大學
教育行政與政策研究所
104171014資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104171014 資料類型 thesis dc.contributor.advisor 湯志民 zh_TW dc.contributor.advisor Tang, Chih Min en_US dc.contributor.author (作者) 林芳誼 zh_TW dc.contributor.author (作者) Lin, Fang I en_US dc.creator (作者) 林芳誼 zh_TW dc.creator (作者) Lin, Fang I en_US dc.date (日期) 2017 en_US dc.date.accessioned 2-三月-2018 11:59:06 (UTC+8) - dc.date.available 2-三月-2018 11:59:06 (UTC+8) - dc.date.issued (上傳時間) 2-三月-2018 11:59:06 (UTC+8) - dc.identifier (其他 識別碼) G0104171014 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/116132 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 104171014 zh_TW dc.description.abstract (摘要) 本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。本研究獲致結論如下：壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。貳、整體正向領導與學校效能關係為正相關，具大效應量。參、正向領導分層面與學校效能關係均為正相關，且為大效應量。肆、建立正向關係與學校效能間相關程度最高。伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。一、研究地區：關聯程度北部大於中南部。二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。壹、積極實施校長正向領導以促進學校效能。貳、從正向關係著手，有效實施正向領導。參、以南部學校為重，加強推廣正向領導。肆、從中等學校著手，積極推動正向領導。伍、從初等學校著手，強調賦予正向意義。陸、與男性教師相處可多運用正向溝通。 zh_TW dc.description.abstract (摘要) The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows:1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school.2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large.3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large.4.The correlation between positive relationship and school effectiveness is strongest.5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases.6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be.Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches.1.Implement principals’ positive leadership positively to promote school effectiveness.2.To implement positive leadership effectively, one has to start with positive relationship.3.Put schools of the south first and keep popularizing positive leadership.4.Promote positive leadership positively starting with secondary education.5.Emphasize the reinforcement of positive meaning starting with elementary education.6.Get along with the male teachers can use positive communication more often. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 5第三節 重要名詞釋義 6第四節 研究流程 8第五節 研究範圍與限制 13第二章 文獻探討 17第一節 正向領導意涵與理念探究 17第二節 學校效能意涵與理念探究 39第三節 正向領導與學校效能之相關研究 57第四節 後設分析方法 71第三章 研究方法 77第一節 研究架構 77第二節 研究方法 80第三節 樣本搜尋策略與納入原則 81第四節 資料處理與統計分析 84第四章 研究結果分析與討論 89第一節 校長正向領導與學校效能之研究現況 89第二節 校長正向領導與學校效能相關性之後設分析 92第三節 影響校長正向領導與學校效能關係之調節變項 104第四節 研究假設驗證結果 128第五章 結論與建議 131第一節 研究結論 131第二節 研究建議 134參考文獻 137 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104171014 en_US dc.subject (關鍵詞) 校長正向領導 zh_TW dc.subject (關鍵詞) 正向心理學 zh_TW dc.subject (關鍵詞) 學校效能 zh_TW dc.subject (關鍵詞) 後設分析 zh_TW dc.subject (關鍵詞) Positive leadership en_US dc.subject (關鍵詞) Positive psychology en_US dc.subject (關鍵詞) School effectiveness en_US dc.subject (關鍵詞) Meta-analysis en_US dc.title (題名) 校長正向領導與學校效能關係之後設分析 zh_TW dc.title (題名) A Meta-analysis of Principal’s Positive Leadership and School Effectiveness en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分方德隆（1986）。國民中學組織結構與組織效能關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。朱經明（2009）。教育及心理統計學。臺北市：五南。何仁馨（2014）。新北市公立幼兒園主任正向領導與學校效能關係之研究（未出版之碩士論文）。淡江大學，新北市。吳百祿（2004）。學校領導：願景、領導與管理。高雄市：復文。吳宗立（2005）。學校行政決策（二版）。高雄市：麗文文化。*吳勁甫（2015a）。國小校長正向領導對學校效能影響之研究：教師心理資本的多層次中介效果。教育與心理研究，38（3），1-36。吳勁甫（2015b）。校長正向領導、教師組織公民行為與學校效能關係之後設分析。科技部專題研究計畫（一般型研究計畫）（MOST 104-2410-H-005-038）。國立中興大學，臺中市。吳政達、陳芝仙（2006）。國內有關國中小校長教學領導研究之後設分析。教育學刊，26，47-84。吳清山（1998）。學校效能研究。臺北市：五南。吳清山（2000）。學校行政（五版）。臺北市：心理。吳清山（2005）。學校效能研究的價值。教育研究集刊，51（2），133-139。吳清山（2013）。正向領導。教育研究月刊，230，136-137。吳清山（2014）。學校行政（七版）。臺北市：心理。吳清山、賴協志（2016）。高級中等學校校長正向領導量表之發展與運用。教育與心理研究，39（4），29-59。*吳麗真（2013）。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（未出版之碩士論文）。東海大學，臺中市。*呂建宏（2014）。校長正向領導、組織承諾與學校效能的關係之研究-以新北市偏遠國小為例（未出版之碩士論文）。國立臺北教育大學，臺北市。李宛柔、林怡君、于耀華、賴玉玲（2009）。後設分析之介紹。牙醫學雜誌，29（2），63-68。*李勇緻（2012）。新北市國小校長正向領導與學校效能之研究（未出版之碩士論文）。國立臺北教育大學，臺北市。李茂能（2015）。傳統整合分析理論與實務：Ess & Excel。臺北市：五南。李菁菁（2014）。高級中學校長正向領導、教師職場希望感與學校效能之相關研究（未出版之博士論文）。國立臺南大學，臺南市。*林佩靜（2013）。高雄市國小校長正向領導與學校效能之相關研究（未出版之碩士論文）。國立臺東大學，臺東縣。林明地、連俊智（2013）。國小學校領導動力及其學校效能的差異分析。教育研究集刊，59（4），1-45。*林長賦（2015）。完全中學校長正向領導、教師工作投入與學校效能關係之研究（未出版之博士論文）。國立彰化師範大學，彰化縣。林新發（2010）。正向領導的理論基礎。國民教育，51（1），1-6。林新發（2011a）。華人地區學校校長正向領導模式初探。國民教育，52（1），1-6。林新發（2011b）。再論學校校長正向領導模式之建構。國民教育，31（4），37-42。*邱顯坤（2014）。臺北市國民中學校長正向領導與學校效能關係之研究（未出版之碩士論文）。國立政治大學，臺北市。柳敦仁、李茂能、吳培源（2006）。雲嘉南五縣市國小初任校長行政表現與學校效能關係之研究。嘉義大學通識學報，4，75-139。孫俊傑、龔心怡（2010）。國民中學兼任行政職務教師情緒勞務、教師自我效能與學校效能關係之研究。彰化師大教育學報，18，29-62。張攸萍、吳政達（2016）。R與STATA後設分析軟體應用與報表解析。教育研究月刊，264，127-147。張明玲（譯）（2013）。研究統合與後設分析（第四版）（原作者：H. Coope）。新北市：揚智文化。張奕華、蔡瑞倫（2010）。國民中學校長科技領導與學校效能關係之研究。學校行政，65，33-53。*張家珮（2017）。基隆市國民中學教師知覺校長正向領導與學校效能關係之研究（未出版之碩士論文）。輔仁大學，新北市。張紹勳（2014）。Meta分析實作：使用Excel與CMA程式。臺北市：五南。張德銳（2000）。教育行政研究。臺北市：五南。莊其穆（2011）。臨床醫師如何閱讀統合分析(Meta-analysis)的論文，臺灣醫界，54（2），74-82。*陳志揚（2016）。高雄市中等學校校長正向領導、學校組織文化與學校效能關係之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。陳詠禎（2016）。校長正向領導對學校教育品質的啟示。教育行政論壇，8（1），115-132。陳聰文、林素卿、龔心怡（2008）。國中教師知識管理對學校效能影響之研究。師資培育與教師專業發展期刊，1（1），25-49。彭祥瑀（2005）。國民小學校長轉型領導與學校效能之研究─以新竹縣為例（未出版之碩士論文）。臺北市立教育大學，臺北市。曾文志（2006）。活出生命的價值─正向心理學的認識。師友月刊，464，0-7。曾宛濤、張超（2015）。R與Meta分析。北京市：軍事醫學科學出版社。*曾若玫（2017）。國民小學校長正向領導、教師學術樂觀與學校效能關係之研究（未出版之博士論文）。國立臺北教育大學，臺北市。鈕文英（2010）。特殊教育證據本位實務之建立、鑑識與運用。南屏特殊教育，1，1-24。黃俊傑（2008）。心理學新典範─談正向心理學。國教之友，59（2），58-65。*楊昊韋（2017）。臺北市公立國中校長正向領導、教師情緒勞務與學校效能關係之研究（未出版之博士論文）。國立政治大學，臺北市。詹志禹（1988）。後設分析：量化的文獻探討法。思與言，26（4），1-15。廖遠光（2010）。後設分析在教育研究上的應用：以創造性思考教學之學習成效為例。取自https://goo.gl/1oKbt4*劉郁芬（2016）。臺北市國民小學校長正向領導與學校效能相關之研究-以肯定式探詢策略為中介變項（未出版之碩士論文）。臺北市立大學，臺北市。潘慧玲（1999a）。學校效能研究領域的發展。教育研究集刊，43，77-102。潘慧玲（1999b）。學校效能相關概念的釐析。教育研究資訊，7（5），138-153。*蔡琇韶（2017）。國民小學校長正向領導、教師正向心理資本、教師組織承諾與學校效能關係之研究（未出版之博士論文）。國立高雄師範大學，高雄市。蔡進雄（2000）。國民中學校長轉型領導、互易領導、學校文化與學校效能關係之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。鄭燕祥（2001）。學校效能及校本管理發展的機制。臺北市：心理。應立志、鍾燕宜（2000）。整合分析方法與應用。臺北市：華泰。*戴國雄（2013）。國民小學校長心理資本、正向領導行為與學校效能關係之研究（未出版之碩士論文）。國立新竹教育大學，新竹市。謝進昌（2010）。國內教育學門系統性文獻評閱策略及後設分析發展現況與建議。教育研究學報，44（2），133-156。謝進昌、陳敏瑜（2011）。國內教育、心理後設分析研究出版偏誤檢定之實徵分析。測驗學刊，58（2），391-422。謝傳崇（2011a）。校長正向領導：理念、研究與實踐。臺北市：高等教育。謝傳崇（2011b）。校長正向領導對教師教學影響之研究。教育資料與研究雙月刊，101，59-82。謝傳崇（2011c）。國民小學校長正向領導與學校效能關係之研究。臺灣教育發展論壇，3，49-66。謝傳崇、陳愛玲（2015）。國民小學校長學術樂觀與學校效能關係之研究。學校行政，98，1-22。*鍾雲英（2016）。高中校長正向領導指標建構與實徵分析（未出版之博士論文）。國立臺北教育大學，臺北市。蘇銘勳（2015）。國民小學校長正向領導與學校效能相關之研究–以教師組織承諾與學校組織氣氛為中介變項（未出版之博士論文）。國立嘉義大學，嘉義市。?貳、英文部分APA Publications and Communications Board Working Group on Journal Article Reporting Standards. (2008). Reporting standards for research in psychology. why do we need them? what do they need to be? American Psychologist, 63(9), 839-851.Australian Government Department of Education and Training. (2005). Professional learning in effective schools: The seven principles of highly effective professional learning. Retrieved from https://goo.gl/8srWB1Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of personality and social psychology, 51(6), 1173-1182.Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Chichester, UK: John Wiley & Sons.Calm in the middle of a paradigm shift. (2016, May 12). Positive & Mindful Leader. Retrieved from https://goo.gl/ANv7vTCameron, K. S. (2008). Positively deviant organizational performance and the role of leadership values. Journal of Values Based Leadership, 1, 67-83.Cameron, K. S. (2010, March). Positive leaders. Leadership Excellence, 27(3). Retrieved from https://goo.gl/DDZBGPCameron, K. S. (2012). Positive leadership: Strategies for extraordinary performance. San Francisco, CA: Berrett-Koehler Publishers.Cameron, K. S. (2013). Practicing positive leadership: Tools and techniques that create extraordinary results. San Francisco, CA: Berrett-Koehler Publishers.Cameron, K. S., & Caza, A. (2004). Contributions to the discipline of positive organizational scholarship. American Behavioral Scientist, 47(6), 731-739.Cameron, K. S., & Dutton, J. E. (2003). Positive organizational scholarship: Foundations of a new discipline. San Francisco, CA: Berrett-Koehler Publishers.Carmeli, A., Dutton, J. E., & Hardin, A. E. (2015). Respect as an engine for new ideas: Linking respectful engagement, relational information processing and creativity among employees and teams. Human Relations, 68(6), 1021-1047.Cameron, K. S., & Whetten, D. A. (1996). Organizational effectiveness and quality: The second generation. In J. C. Smart (Ed.), Higher Education: Handbook of theory and research (Vol. 11, pp. 265-306). New York, NY: Agathon Press.Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.Cooper, H. (2015). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). Los Angeles, CA: Sage Publications.Day, C., & Sammons, P. (2016). Successful school leadership. Retrieved from https://goo.gl/r5RFr9Department for Education. (2014). Assessment Principles. Retrieved from https://goo.gl/r2LqorDiener, E., King, L., & Lyubomirsky, S. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131(6), 803.Dutton, J. E. (2016). Positive relationships and high quality connections. Unpublished manuscript, University of Michigan`s Ross School of Business, Michigan.Dutton, J. E., & Sonenshein, S. (2009). Positive organizational scholarship. In S. Lopez (Ed.), Encyclopedia of Positive Psychology (pp.737-742). Oxford, England: Wiley-Blackwell.EES for Schools. (2015). The 6 dimensions of school effectiveness. Retrieved from https://goo.gl/tTPdCsEgger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629-634.Esteves, S. C., Majzoub, A., & Agarwal, A. (2017). The problem of mixing ‘apples and oranges’ in meta-analytic studies. Translational andrology and urology, 6(4), 412-413.Frederick, J. M. (1987). Measuring school effectiveness: Guidelines for educational practitioners. Washington, DC: Office of Educational Research and Improvement.George, B. (2016, March). The massive difference between negative and positive leadership. Fortune. Retrieved from https://goo.gl/kjllQ8Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational researcher, 5(10), 3-8.Gordon, J. (2008). The case for positive energy. Retrieved from https://goo.gl/TEWfo1Gordon, J. (2017). The power of positive leadership: How and why positive leaders transform teams and organizations and change the world. Hoboken, NJ: John Wiley & Sons.Hargreaves, A. (2017). President`s message. Retrieved from https://www.icsei.net/index.php?id=532Heaphy, E. D., & Dutton, J. E. (2008). Positive social interactions and the human body at work: Linking organizations and physiology. Academy of Management Review, 33(1), 137-162.Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557-560.Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal`s time use and school effectiveness. American Journal of Education, 116(4), 491-523.McQuaid, M. (2015, May). Why do positive leaders believe it pays to be virtuous? Psychology Today. Retrieved from https://goo.gl/CB2QGbMonzani, L. (2017). A model for positive leadership in Argentinean firms. In W. L. Gardner (Ed.), Authentic Leadership and Followership (pp. 115-137). Zug, Switzerland: Springer International Publishing AG.Monzani, L., Braun, S., & Van Dick, R. (2016). It takes two to tango: The interactive effect of authentic leadership and organizational identification on employee silence intentions. German Journal of Human Resource Management, 30(3-4), 246-266.Mullen, B. (2013). Advanced basic meta-analysis: Version 1.10. New York, NY: Psychology Press.Muhlfeit, J., & Costi, M. (2016, October 14). The positive leader. Retrieved from https://goo.gl/P9GoPHNew Visions for Public Schools. (2006). Ten principles of effective school design. Retrieved from https://goo.gl/YM8FQoNoone, D. (2017, August). Military style strategic decision making for positive leaders. Positive & Mindful Leader Magazine. Retrieved from https://goo.gl/LKZov4Ontario Ministry of Education. (2013). School effectiveness framework : A support for school improvement and student success. Retrieved from https://goo.gl/R9GUUyPeterson, C. M., & Seligman, M. E. P. (2003). Positive organizational studies: Lessons from positive psychology. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 14-28). San Francisco, CA: Berrett-Koehler Publishers.Pigott, T. D. (2012). Advances in meta-analysis. New York, NY: Springer.Rajek, B. (1997). Designing and implementing value focused effectiveness indicators. Retrieved from ERIC database. (ED 409957)Rath, T. (2004) The impact of positive leadership. Business Journal. Retrieved from https://goo.gl/KzQzMQRosenthal, R. (1991). Meta-analytic procedures for social research. Newbury Park, CA: Sage Publications.Sammons, P. (2007). School effectiveness and equity: Making connections. Retrieved from https://goo.gl/C5mTWsSaunderson, R. (2013, May). Positive leadership: Being and doing. Training, 70-71. Retrieved from https://goo.gl/HjLjjHScheerens, J. (2013). What is effective schooling? A review of current thought and practice. Retrieved from https://goo.gl/657CrFSchwarzer, G., Carpenter, J. R., & Rucker, G. (2015). Meta-analysis with r. New York, NY: Springer.Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychological Association, 55(1), 5-14.Sutcliffe, K. M. & Vogus, T. J. (2003). Organizing for Resilience. In K. S. Cameron, J. E. Dutton, & R. E. Quinn (Eds.), Positive organizational scholarship (pp. 94-110). San Francisco, CA: Berrett-Koehler Publishers.Thornton, L. F. (2015, September 2). What is positive leadership. Retrieved from https://goo.gl/xbApWTUnited Nations Children’s Fund. (2014). An introduction to effective school principles for secondary schools. Retrieved from https://goo.gl/4zT8mmValentine, J. (2014, October 3). Bill Rogers: Positive behaviour leadership. Retrieved from https://goo.gl/ek9OTzWampler, K. S. (1982). Bringing the review of literature into the age of quantification: Meta-analysis as a strategy for integrating research findings in family studies. Journal of Marriage and the Family, 44,1009-1023.Watson, G. (2010, January 28). What is positive leadership. Retrieved from https://www.slideshare.net/gfwatson/what-is-positive-leadership-3011418Watson, G. (2011, October 24). The positive leadership approach. Retrieved from https://goo.gl/M2RU7LWu, R. T. (2005, January). Relationship between teachers` teaching effectiveness and school effectiveness in comprehensive high schools in Taiwan, republic of China. Paper presented at the International Congress for School Effectiveness and Improvement Conference, Barcelona, Spain. Retrieved from https://eric.ed.gov/?id=ED490759 zh_TW
