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題名 臺北市公立國民中學校長分布式領導、教師專業學習社群與教師組織承諾關係之研究
A Study of the Relationships among the Principles` Distributed Leadership, Teachers’ Professional Learning Community and Teachers` Organizational Commitment of Junior High Schools in Taipei City作者 鄭旭宏
Cheng, Hsu-Hong貢獻者 秦夢群
鄭旭宏
Cheng, Hsu-Hong關鍵詞 校長分布式領導
教師專業學習社群
教師組織承諾
principals’ distributed leadership
teachers’ professional learning community
teachers` organizational commitment日期 2022 上傳時間 1-Aug-2022 18:43:06 (UTC+8) 摘要 本研究旨在瞭解當前臺北市公立國民中學教師知覺校長分布式領導、教師專業學習社群與教師組織承諾之現況。分析不同背景變項於臺北市公立國民中學教師之校長分布式領導、教師專業學習社群與教師組織承諾的差異情形,並探討教師知覺校長分布式領導、教師專業學習社群與教師組織承諾之關係,最後探究教師知覺校長分布式領導與教師專業學習社群對教師組織承諾之預測力分析。本研究採用問卷調查法,共計抽樣 60 所臺北市公立國民中學,發出480 份問卷,共有415 份有效問卷,問卷有效率達86%。問卷調查結果以敘述性統計、t檢定、單因子變異數分析、皮爾森積差相關與多元逐步迴歸之統計方法加以分析與探討。本研究之數據分析結果如下:1.目前臺北市公立國民中學教師知覺校長分布式領導為中高程度。2.目前臺北市公立國民中學教師知覺教師專業學習社群為中高程度。3.目前臺北市公立國民中學教師知覺教師組織承諾為中高程度。4.臺北市公立國民中學教師因性別、教育程度、現任職務、學校規模與學校歷史之不同,於校長分布式領導具有顯著差異。5.臺北市公立國民中學教師因性別、年齡、教育程度與服務年資之不同,於教師專業學習社群具有顯著差異。6.臺北市公立國民中學教師因性別、年齡、服務年資、現任職務與學校規模之不同,於教師組織承諾具有顯著差異。7.臺北市公立國民中學教師知覺校長分布式領導、教師專業學習社群與教師組織承諾及其各分層面,彼此具有正相關的關係。8.臺北市公立國民中學教師知覺校長分布式領導與教師專業學習社群僅對教師組織承諾中「組織認同」構面具有預測作用。本研究依據研究結果提出建議與討論,以供教育行政機關、學校單位以及未來相關研究者後續之參考。
The purpose of the study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community and teachers` organizational commitment of junior high school in Taipei City. And to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. The study has aimed to predict teachers` organizational commitment through principals’ distributed leadership and teachers’ professional learning community.Through the use of questionnaire survey method, a total of 60 junior high schools in Taipei City were sampled, 480 questionnaires were sent out, and a total of 415 valid questionnaires were obtained, with an effective rate of 86%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way-ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis.The conclusion of this study are as follows:1.Junior high school teacher’s perception of principals’ distributed leadership is above average in Taipei City.2.Junior high school teacher’s perception of teachers’ professional learning community is above average in Taipei City.3.Junior high school teacher’s perception of teachers` organizational commitment is above average in Taipei City.4.There is significant difference in the junior high school teacher’s perception of principals’ distributed leadership in terms of gender, education, position, scale of school and history of school in Taipei City.5.There is significant difference in the junior high school teacher’s perception of teachers’ professional learning community in terms of gender, age, education, and years of service in Taipei City.6.There is significant difference in the junior high school teacher’s perception of teachers` organizational commitment in terms of gender, age, years of service, position, and scale of school in Taipei City.7.There is a positive correlation among principals’ distributed leadership, teachers’professional learning community and teachers` organizational commitment.8.Principals’ distributed leadership and teachers’ professional learning community only have a predictive effect on the "organizational identity" dimension of teachers` organizational commitment.參考文獻 中文文獻丁一顧(2009)。教學導師運用認知教練提升初任教師心智能力之策略初探。銘傳教育電子期刊,32-50。https://reurl.cc/l9K3L6王昭人(2011)。臺北市國小校長分布式領導、教師效能感與教師組織承諾關係之研究(碩士論文)。https://hdl.handle.net/11296/6j7hx7王為國(2016)。問題本位實務社群在師資職前教育課程之應用與成效。臺中教育大學學報,30(1),27-51。http://ord221145.ntcu.edu.tw/file/43334ab1_20181126.pdf石淑旻(2021)。國民中小學校長教學領導、教師專業學習社群與教學效能關係之研究:結合後設分析與路徑分析(博士論文)。https://hdl.handle.net/11296/zq55rb朱家昱(2015)。臺北市國民中學校長正向領導、教師幸福感與教師組織承諾關係之研究(碩士論文)。https://hdl.handle.net/11296/c8dz9q何嘉惠(2018)。國民小學校長分布式領導、教師彰權益能與教學創新關係之研究(博士論文)。https://hdl.handle.net/11296/scq25d余泯蓁(2019)。新北市國民中學校長知識領導、學校內部行銷與教師組織承諾關係之研究(碩士論文)。https://hdl.handle.net/11296/9r9x4w吳俊憲(2010)。教師專業社群的理念與實施。靜宜大學師資培育中心實習輔導通訊,9,5-7。吳清山(2019)。仁川宣言(2022年3月22日)。http://ericdata.com/tw/detail.aspx?no=356133吳清山、林天祐(2007)。實驗教育。教育研究月刊,155,168。吳清山、林天祐(2014)。教育U辭書。高等教育出版。吳慧蘭(2016)。新北市國民中學校長教學領導、教師專業學習社群與教師教學效能關係之研究(博士論文)。https://hdl.handle.net/11296/687646李安明(2017)。面向2030教育:聯合國教科文組織監測教育目標永續經營之挑戰、因應與啟示。教育研究月刊,281,4-12。http://doi.org/10.3966/168063602017090281001李美雀(2018)。教師專業發展支持系統之探究:一位技術型高中教師的觀點。臺灣教育評論月刊,8(2),46-49。http://www.ater.org.tw/journal/article/8-2/topic/07.pdf李重毅(2012)。校長分布式領導、教師專業社群運作與學校創新經營效能關係之研究(博士論文)。https://hdl.handle.net/11296/9jhts8周昌柏(2007)。國小學校組織文化與教師組織承諾之研究。學校行政,49,84-106。https://doi.org/10.6423/HHHC.200705.0084林劭仁(2006)。專業學習社區運用於知識自我評價之知識。中正教育研究,5(2),79-111。http://dx.doi.org/10.6357/CCES.200611.0079林妤蓁、吳勁甫(2017)。教師專業學習社群研究之後設分析:教師與學校背景變項效應之探討。教育科學期刊,16(2),27 - 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國立政治大學
教育行政與政策研究所
109171012資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109171012 資料類型 thesis dc.contributor.advisor 秦夢群 zh_TW dc.contributor.author (Authors) 鄭旭宏 zh_TW dc.contributor.author (Authors) Cheng, Hsu-Hong en_US dc.creator (作者) 鄭旭宏 zh_TW dc.creator (作者) Cheng, Hsu-Hong en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-Aug-2022 18:43:06 (UTC+8) - dc.date.available 1-Aug-2022 18:43:06 (UTC+8) - dc.date.issued (上傳時間) 1-Aug-2022 18:43:06 (UTC+8) - dc.identifier (Other Identifiers) G0109171012 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/141318 - 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) 109171012 zh_TW dc.description.abstract (摘要) 本研究旨在瞭解當前臺北市公立國民中學教師知覺校長分布式領導、教師專業學習社群與教師組織承諾之現況。分析不同背景變項於臺北市公立國民中學教師之校長分布式領導、教師專業學習社群與教師組織承諾的差異情形,並探討教師知覺校長分布式領導、教師專業學習社群與教師組織承諾之關係,最後探究教師知覺校長分布式領導與教師專業學習社群對教師組織承諾之預測力分析。本研究採用問卷調查法,共計抽樣 60 所臺北市公立國民中學,發出480 份問卷,共有415 份有效問卷,問卷有效率達86%。問卷調查結果以敘述性統計、t檢定、單因子變異數分析、皮爾森積差相關與多元逐步迴歸之統計方法加以分析與探討。本研究之數據分析結果如下:1.目前臺北市公立國民中學教師知覺校長分布式領導為中高程度。2.目前臺北市公立國民中學教師知覺教師專業學習社群為中高程度。3.目前臺北市公立國民中學教師知覺教師組織承諾為中高程度。4.臺北市公立國民中學教師因性別、教育程度、現任職務、學校規模與學校歷史之不同,於校長分布式領導具有顯著差異。5.臺北市公立國民中學教師因性別、年齡、教育程度與服務年資之不同,於教師專業學習社群具有顯著差異。6.臺北市公立國民中學教師因性別、年齡、服務年資、現任職務與學校規模之不同,於教師組織承諾具有顯著差異。7.臺北市公立國民中學教師知覺校長分布式領導、教師專業學習社群與教師組織承諾及其各分層面,彼此具有正相關的關係。8.臺北市公立國民中學教師知覺校長分布式領導與教師專業學習社群僅對教師組織承諾中「組織認同」構面具有預測作用。本研究依據研究結果提出建議與討論,以供教育行政機關、學校單位以及未來相關研究者後續之參考。 zh_TW dc.description.abstract (摘要) The purpose of the study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community and teachers` organizational commitment of junior high school in Taipei City. And to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. The study has aimed to predict teachers` organizational commitment through principals’ distributed leadership and teachers’ professional learning community.Through the use of questionnaire survey method, a total of 60 junior high schools in Taipei City were sampled, 480 questionnaires were sent out, and a total of 415 valid questionnaires were obtained, with an effective rate of 86%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way-ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis.The conclusion of this study are as follows:1.Junior high school teacher’s perception of principals’ distributed leadership is above average in Taipei City.2.Junior high school teacher’s perception of teachers’ professional learning community is above average in Taipei City.3.Junior high school teacher’s perception of teachers` organizational commitment is above average in Taipei City.4.There is significant difference in the junior high school teacher’s perception of principals’ distributed leadership in terms of gender, education, position, scale of school and history of school in Taipei City.5.There is significant difference in the junior high school teacher’s perception of teachers’ professional learning community in terms of gender, age, education, and years of service in Taipei City.6.There is significant difference in the junior high school teacher’s perception of teachers` organizational commitment in terms of gender, age, years of service, position, and scale of school in Taipei City.7.There is a positive correlation among principals’ distributed leadership, teachers’professional learning community and teachers` organizational commitment.8.Principals’ distributed leadership and teachers’ professional learning community only have a predictive effect on the "organizational identity" dimension of teachers` organizational commitment. 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 7第三節 名詞釋義 9第四節 研究方法與步驟 15第五節 研究範圍與限制 18第二章 文獻探討 21第一節 校長分布式領導之意涵 21第二節 教師專業學習社群之意涵 42第三節 教師組織承諾之意涵 60第四節 校長分布式領導、教師專業學習社群與教師組織承諾之相關研究 74第三章 研究設計與實施 95第一節 研究架構 95第二節 研究對象 99第三節 研究工具 104第四節 實施程序 109第五節 資料處理與分析 110第四章 研究結果與分析 113第一節 臺北市國民中學校長分布式領導、教師專業學習社群與教師組織承諾現況之分析 113第二節 不同背景變項臺北市國民中學校長分布式領導、教師專業學習社群與教師組織承諾現況之差異分析 127第三節 臺北市國民中學校長分布式領導、教師專業學習社群與教師組織承諾之相關分析 168第四節 臺北市國民中學校長分布式領導、教師專業學習社群與教師組織承諾之預測力 173第五章 結論與建議 179第一節 結論 179第二節 討論 184第三節 建議 187參考文獻 191中文文獻 191英文文獻 198附錄 207附錄一 校長分布式領導量表授權書 207附錄二 教師專業學習社群量表授權書 208附錄三 教師組織承諾量表授權書 209附錄四 校長分布式領導、教師專業學習社群與教師組織承諾量表 210 zh_TW dc.format.extent 8720780 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109171012 en_US dc.subject (關鍵詞) 校長分布式領導 zh_TW dc.subject (關鍵詞) 教師專業學習社群 zh_TW dc.subject (關鍵詞) 教師組織承諾 zh_TW dc.subject (關鍵詞) principals’ distributed leadership en_US dc.subject (關鍵詞) teachers’ professional learning community en_US dc.subject (關鍵詞) teachers` organizational commitment en_US dc.title (題名) 臺北市公立國民中學校長分布式領導、教師專業學習社群與教師組織承諾關係之研究 zh_TW dc.title (題名) A Study of the Relationships among the Principles` Distributed Leadership, Teachers’ Professional Learning Community and Teachers` Organizational Commitment of Junior High Schools in Taipei City en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻丁一顧(2009)。教學導師運用認知教練提升初任教師心智能力之策略初探。銘傳教育電子期刊,32-50。https://reurl.cc/l9K3L6王昭人(2011)。臺北市國小校長分布式領導、教師效能感與教師組織承諾關係之研究(碩士論文)。https://hdl.handle.net/11296/6j7hx7王為國(2016)。問題本位實務社群在師資職前教育課程之應用與成效。臺中教育大學學報,30(1),27-51。http://ord221145.ntcu.edu.tw/file/43334ab1_20181126.pdf石淑旻(2021)。國民中小學校長教學領導、教師專業學習社群與教學效能關係之研究:結合後設分析與路徑分析(博士論文)。https://hdl.handle.net/11296/zq55rb朱家昱(2015)。臺北市國民中學校長正向領導、教師幸福感與教師組織承諾關係之研究(碩士論文)。https://hdl.handle.net/11296/c8dz9q何嘉惠(2018)。國民小學校長分布式領導、教師彰權益能與教學創新關係之研究(博士論文)。https://hdl.handle.net/11296/scq25d余泯蓁(2019)。新北市國民中學校長知識領導、學校內部行銷與教師組織承諾關係之研究(碩士論文)。https://hdl.handle.net/11296/9r9x4w吳俊憲(2010)。教師專業社群的理念與實施。靜宜大學師資培育中心實習輔導通訊,9,5-7。吳清山(2019)。仁川宣言(2022年3月22日)。http://ericdata.com/tw/detail.aspx?no=356133吳清山、林天祐(2007)。實驗教育。教育研究月刊,155,168。吳清山、林天祐(2014)。教育U辭書。高等教育出版。吳慧蘭(2016)。新北市國民中學校長教學領導、教師專業學習社群與教師教學效能關係之研究(博士論文)。https://hdl.handle.net/11296/687646李安明(2017)。面向2030教育:聯合國教科文組織監測教育目標永續經營之挑戰、因應與啟示。教育研究月刊,281,4-12。http://doi.org/10.3966/168063602017090281001李美雀(2018)。教師專業發展支持系統之探究:一位技術型高中教師的觀點。臺灣教育評論月刊,8(2),46-49。http://www.ater.org.tw/journal/article/8-2/topic/07.pdf李重毅(2012)。校長分布式領導、教師專業社群運作與學校創新經營效能關係之研究(博士論文)。https://hdl.handle.net/11296/9jhts8周昌柏(2007)。國小學校組織文化與教師組織承諾之研究。學校行政,49,84-106。https://doi.org/10.6423/HHHC.200705.0084林劭仁(2006)。專業學習社區運用於知識自我評價之知識。中正教育研究,5(2),79-111。http://dx.doi.org/10.6357/CCES.200611.0079林妤蓁、吳勁甫(2017)。教師專業學習社群研究之後設分析:教師與學校背景變項效應之探討。教育科學期刊,16(2),27 - 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