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題名 高中校長轉型領導、教師心理賦權與教師工作投入相關之研究
The Effects Of High School Principals Transformational Leadership Teachers Psychological Empowerment And Teachers Work Engagement
作者 温玉伍
Wen, Yu-Wu
貢獻者 郭昭佑
Guo, Chao-Yu
温玉伍
Wen, Yu-Wu
關鍵詞 轉型領導
心理賦權
工作投入
transformational leadership
psychological empowerment
work engagement
日期 2024
上傳時間 4-Feb-2025 16:05:30 (UTC+8)
摘要 本研究旨在探討高中校長轉型領導、教師心理賦權與教師工作投入之現況、相關性及其結構模式。研究方法包括文獻分析與問卷調查，調查對象為新北市及台北市高中教師。所得資料運用描述性統計、獨立樣本 t 檢驗、單因子變異數分析、皮爾森相關分析、SEM 結構方程模式分析及 bootstrap 中介效果檢定等統計方法進行分析。 基於研究結果與討論，歸納出以下主要發現： 一、高中教師對校長轉型領導的感知達中高程度； 二、高中教師的心理賦權感知達中高程度； 三、高中教師的工作投入亦達中高程度； 四、不同背景變項在校長轉型領導、教師心理賦權與工作投入上存在差異； 五、性別、年齡、任教年資、職務與學校規模對校長轉型領導具有顯著差異； 六、年齡、任教年資與職務對教師心理賦權具有顯著差異； 七、性別、年齡、任教年資與職務對教師工作投入具有顯著差異； 八、校長轉型領導、教師心理賦權與工作投入之理論模式適配良好； 九、教師心理賦權在校長轉型領導對教師工作投入的影響中扮演完全中介角色。 最後，根據研究結果提出相關建議，供教育實務及後續研究參考。
This study aims to explore the current state, correlations, and structural model of transformational leadership by high school principals, psychological empowerment of teachers, and teachers' work engagement. The research methods include literature review and questionnaire survey. The participants are high school teachers from New Taipei City and Taipei City. Data were analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson correlation analysis, SEM structural equation modeling, and bootstrap mediation effect testing. Based on the research findings and discussion, the key results are summarized as follows: 1.High school teachers perceive principals' transformational leadership at a moderate-to-high level; 2.Teachers' psychological empowerment is perceived at a moderate-to-high level; 3.Teachers' work engagement is also at a moderate-to-high level; 4.Differences exist in principals' transformational leadership, teachers' psychological empowerment, and work engagement across various demographic variables; 5.Significant differences in principals' transformational leadership are observed based on gender, age, teaching tenure, position, and school size; 6.Significant differences in teachers' psychological empowerment are found based on age, marital status, teaching tenure, and position; 7.Significant differences in teachers' work engagement are evident based on gender, age, teaching tenure, and position; 8.The theoretical model of principals' transformational leadership, teachers' psychological empowerment, and work engagement demonstrates a good fit; 9.Teachers' psychological empowerment serves as a complete mediator in the relationship between principals' transformational leadership and teachers' work engagement. Finally, relevant suggestions are proposed based on the research findings to provide references for educational practice and future research.
參考文獻 壹、 中文部分 王雅君（2015）。卓越領導獎之思維：校長「轉型領導」。臺灣教育評論月刊，4(5)，106-108。 李勁霆、林和春（2021）。國民小學校長正向領導與教師心理資本關係之研究： 以學校組織變革為中介變項。學校行政，135，95-116。 林斐霜（2021）。校長領導行為及其對教師士氣的影響：教師的觀點。學校行政雙月刊，132。 陳文彥、潘慧玲（2019）。校長領導對教師學習領導的影響：檢視信任關係與學業強調的調節作用。教育科學研究期刊，64(1)，119-147。 陳玄康、李勁霆、何高志（2020）。國民中學校長轉型領導與兼任行政教師留任意願關係之研究。學校行政雙月刊，127，43-64。 陳巧芬、蔡文榮（2011）。臺灣近年來有關校長轉型領導與學校效能博碩士論文實徵研究之分析。教育科學期刊，10(1)，125-150。 陳怡慈（2021）。幼兒園教保服務人員知覺正向領導、心理資本與工作敬業關係 之研究。[未出版之碩士論文]。國立臺南大學教育學系教育經營與管理碩博士班。 范熾文（2005）。國小校長轉型領導與教師組織承諾關係之研究。臺中教育大學學報：教育類，19(2)，1-22。 張同廟（2017）。大學行政人員知覺校長正向領導、心理資本、敬業奉獻與工作 效能關係之研究。[未出版之博士論文]。國立高雄師範大學成人教育研究所。 曾淑惠、王艷蕉（2011）。國民中學教師賦權增能知覺現況之研究。學校行政雙月刊，72，61-76。 鄭清揚（2011）。心理賦權與職場偏差行為之研究。多國籍企業管理評論，5(2)，59-77。 郭昭佑、陳怡寧（2016）。校長在教學視導上的角色與行動架構。教育研究月刊，265，77-90。 貳、 英文部分 Bass, B. M. (1985). Leadership and performance. N.Y.: Free Press. Bass, B. M. (1998). Transformational leadership: Industrial, military, and educationalimpact. Bass, B. M., Avolio, B. J., Jung, D., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of AppliedPsychology, 88(2), 207-218. Bass, B. M., & Riggio, R. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory.Journal of Social and Clinical Psychology, 4(3), 359–373. Blake, R. R., & Mouton, J. S. (1982). How to choose a leadership style. Training &Development Journal, 36(2), 38-47. Blomme, R. J., Kodden, B., & Beasley-Suffolk, A. (2015). Leadership theories and the concept of work engagement: Creating a conceptual framework formanagement implications and research. Journal of Management &Organization, 21(2),125-144. Chan, E. S., Ho, S. K., Ip, F. F., & Wong, M. W. (2020). Self-efficacy, workengagement, and job satisfaction among teaching assistants in Hong Kong’sinclusive education. SAGE Open, 10(3), 2158244020941008. Conger, J. A., & Kanungo, R. N. (1988). The empowerment process: Integrating theoryand practice. Academy of Management Review, 13(3), 471-482. Chamberlin, M., Newton, D. W., & LePine, J. A. (2018). A meta‐analysis of empowerment and voice as transmitters of high‐performance managerial practices to job performance. Journal of Organizational Behavior, 39, 1296-1313. Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110-125. Dutta, V., & Sahney, S. (2016). School leadership and its impact on studentachievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management,30(6), 941-958. Gilmore, P. L., Hu, X., Wei, F., Tetrick, L. E., & Zaccaro, S. J. (2013). Positiveaffectivity neutralizes transformational leadership’s influence on creative performance and organizational citizenship behaviors. Journal of Organizational Behavior, 34(8), 1061-1075. Giddens, J. (2018). Transformational leadership: What every nursing dean should know.Journal of Professional Nursing, 34(2), 117-121. Gülbahar, B. (2020). Investigation of the relationship between perception of supervisor support, perceived school effectiveness, work engagement, job satisfaction and organizational cynic attitude of teachers. Participatory Educational Research, 7(3), 1-20. Jin, S., Seo, M., & Shapiro, D. L. (2016). Do happy leaders lead better? Affective and attitudinal antecedents of transformational leadership. The Leadership Quarterly, 27(1), 64–84. Joo, B. K., & Lim, T. (2013). Transformational leadership and career satisfaction: The mediating role of psychological empowerment. Journal of Leadership and Organizational Studies, 20(3), 312-322. Ji, D., & Cui, L. (2021). Relationship between total rewards perceptions and work engagement among Chinese kindergarten teachers: Organizational identification as a mediator. Frontiers in Psychology, 12, 648729. Khalili, A. (2016). Linking transformational leadership, creativity, innovation, and innovation-supportive climate. Management Decision, 54(9), 2277-2293. Kõiv, K., Liik, K., & Heidmets, M. (2019). School leadership, teacher’s psychological empowerment, and work-related outcomes. International Journal of Educational Management, 33(7), 1501–1514.https://doi.org/10.1108/IJEM-08-2018-0232 Kyireh, M. A., & Simpeh, K. N. (2016). Exploring the nature of psychological empowerment of women entrepreneurs in a rural setting in Greater Accra,Ghana. Journal of Business and Management Science, 4(6), 138-141. Kim, W., Han, S. J., & Park, J. (2019). Is the role of work engagement essential to employee performance or 'nice to have'? Sustainability, 11(4), 1050. Knight, C., Patterson, M., & Dawson, J. (2017). Building work engagement: A systematic review and meta‐analysis investigating the effectiveness of work engagement interventions. Journal of Organizational Behavior, 38(6), 792-812. Lee, C. W., & Hidayat, N. (2018). The influence of transformational leadership and intrinsic motivation on employee performance. Advances in Management and Applied Economics, 8(2), 1-12. Lee, A. N., & Nie, Y. (2014). Understanding teacher empowerment: Teachers’perceptions of principal’s and immediate supervisor’s empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67–79. McAllister, D. J. (1995). Affect- and cognition-based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38(1), 23-59. Maynard, M. T., Gilson, L. L., & Mathieu, J. E. (2012). Empowerment—Fad or fab? A multilevel review of the past two decades of research. Journal of Management, 38, 1231–1281. Minghui, L., Lei, H., Xiaomeng, C., & Potměšil, M. (2018). Teacher efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 9, 648. Ndeed Career Guide. (2020). Transformational leadership: Definition and examples.Retrieved January 29, 2021. Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680–700. https://doi.org/10.1177/1741143213502187 Peterson, C., DeSimone, P. J. Jr., Desmond, T. J., Zahn, B., & Morote, E. S. (2017).Elementary principal wisdom: Teacher perceptions of leadership. Journal for Leadership and Instruction, 16(1), 43-48. Ribeiro, N., Yücel, İ., & Gomes, D. (2018). How transformational leadership predicts employees’ affective commitment and performance. International Journal of Productivity and Performance Management, 67(9), 1901-1917. Robbins, T. L., Crino, M. D., & Fredendall, L. D. (2002). An integrative model of the empowerment process. Human Resource Management Review,12(3), 419-443. Saenz, H. (2011). Transformational leadership. In A. Bryman, D. Collinson, K. Grint,B. Jackson, & M. Bien (Eds.), The Sage handbook of leadership(pp. 299-310). London: Sage. Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions,measurement, and validation. Academy of Management Journal, 38(5),1442-1465. Seibert, S. E., Wang, G., & Courtright, S. H. (2011). Antecedents and consequences of psychological and team empowerment in organizations: A meta-analytic review. Journal of Applied Psychology, 96, 981–1003. Tucker, A. B., & Russell, F. R. (2004). The influence of the transformational leader.Journal of Leadership and Organizational Studies, 10(4), 103-111. Thomas, K. W., & Velthouse, B. A. (1990). Cognitive elements of empowerment: An"interpretive" model of intrinsic task motivation. Academy of Management Review, 15(4), 666-681. Topchyan, R., & Woehler, C. (2021). Do teacher status, gender, and years of teaching experience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119-145. Yasir, M., & Mohamad, N. A. (2016). Ethics and morality: Comparing ethical leadership with servant, authentic, and transformational leadership styles.International Review of Management and Marketing, 6(4), 310-316.
描述 碩士
國立政治大學
學校行政碩士在職專班
109911013
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109911013
資料類型 thesis
dc.contributor.advisor 郭昭佑zh_TW
dc.contributor.advisor Guo, Chao-Yuen_US
dc.contributor.author (Authors) 温玉伍zh_TW
dc.contributor.author (Authors) Wen, Yu-Wuen_US
dc.creator (作者) 温玉伍zh_TW
dc.creator (作者) Wen, Yu-Wuen_US
dc.date (日期) 2024en_US
dc.date.accessioned 4-Feb-2025 16:05:30 (UTC+8)-
dc.date.available 4-Feb-2025 16:05:30 (UTC+8)-
dc.date.issued (上傳時間) 4-Feb-2025 16:05:30 (UTC+8)-
dc.identifier (Other Identifiers) G0109911013en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/155503-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 學校行政碩士在職專班zh_TW
dc.description (描述) 109911013zh_TW
dc.description.abstract (摘要) 本研究旨在探討高中校長轉型領導、教師心理賦權與教師工作投入之現況、相關性及其結構模式。研究方法包括文獻分析與問卷調查，調查對象為新北市及台北市高中教師。所得資料運用描述性統計、獨立樣本 t 檢驗、單因子變異數分析、皮爾森相關分析、SEM 結構方程模式分析及 bootstrap 中介效果檢定等統計方法進行分析。 基於研究結果與討論，歸納出以下主要發現： 一、高中教師對校長轉型領導的感知達中高程度； 二、高中教師的心理賦權感知達中高程度； 三、高中教師的工作投入亦達中高程度； 四、不同背景變項在校長轉型領導、教師心理賦權與工作投入上存在差異； 五、性別、年齡、任教年資、職務與學校規模對校長轉型領導具有顯著差異； 六、年齡、任教年資與職務對教師心理賦權具有顯著差異； 七、性別、年齡、任教年資與職務對教師工作投入具有顯著差異； 八、校長轉型領導、教師心理賦權與工作投入之理論模式適配良好； 九、教師心理賦權在校長轉型領導對教師工作投入的影響中扮演完全中介角色。 最後，根據研究結果提出相關建議，供教育實務及後續研究參考。zh_TW
dc.description.abstract (摘要) This study aims to explore the current state, correlations, and structural model of transformational leadership by high school principals, psychological empowerment of teachers, and teachers' work engagement. The research methods include literature review and questionnaire survey. The participants are high school teachers from New Taipei City and Taipei City. Data were analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson correlation analysis, SEM structural equation modeling, and bootstrap mediation effect testing. Based on the research findings and discussion, the key results are summarized as follows: 1.High school teachers perceive principals' transformational leadership at a moderate-to-high level; 2.Teachers' psychological empowerment is perceived at a moderate-to-high level; 3.Teachers' work engagement is also at a moderate-to-high level; 4.Differences exist in principals' transformational leadership, teachers' psychological empowerment, and work engagement across various demographic variables; 5.Significant differences in principals' transformational leadership are observed based on gender, age, teaching tenure, position, and school size; 6.Significant differences in teachers' psychological empowerment are found based on age, marital status, teaching tenure, and position; 7.Significant differences in teachers' work engagement are evident based on gender, age, teaching tenure, and position; 8.The theoretical model of principals' transformational leadership, teachers' psychological empowerment, and work engagement demonstrates a good fit; 9.Teachers' psychological empowerment serves as a complete mediator in the relationship between principals' transformational leadership and teachers' work engagement. Finally, relevant suggestions are proposed based on the research findings to provide references for educational practice and future research.en_US
dc.description.tableofcontents 第一章 緒 論1 第一節 研究動機1 第二節 研究目的2 第三節 研究問題2 第四節 名詞解釋3 第五節 研究範圍與限制5 第二章 文獻探討8 第一節 校長轉型領導意涵與其相關研究8 第二節 教師心理賦權意涵及其相關之研究15 第三節 教師工作投入之意涵與其相關研究25 第四節 校長轉型領導、教師心理賦權與教師工作投入之相關研究33 第三章 研究設計與實施41 第一節 研究架構及變項41 第二節 研究對象44 第三節 研究工具45 第四節 研究實施流程51 第五節 資料統計與處理53 第四章 研究結果與解析54 第一節 解析高中校長轉型領導、教師心理賦權與教師工作投入現況54 第二節 解析不同背景變項對高中校長轉型領導、教師心理賦權與教師工作投入差異情形58 第三節 解析高中校長轉型領導、教師心理賦權與教師工作投入相關情形76 第四節 解析高中校長轉型領導與教師心理賦權對教師工作投入之預測力79 第五節 說明高中校長轉型領導、教師心理賦權與教師工作投入之結構方程式模式解析討論86 第五章 結論與建議91 第一節 結論91 第二節 建議94 參考文獻97 壹、中文部分97 貳、外文部分98 附錄102 附錄一 量表授權書102 附錄二 正式問卷104zh_TW
dc.format.extent 1661978 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109911013en_US
dc.subject (關鍵詞) 轉型領導zh_TW
dc.subject (關鍵詞) 心理賦權zh_TW
dc.subject (關鍵詞) 工作投入zh_TW
dc.subject (關鍵詞) transformational leadershipen_US
dc.subject (關鍵詞) psychological empowermenten_US
dc.subject (關鍵詞) work engagementen_US
dc.title (題名) 高中校長轉型領導、教師心理賦權與教師工作投入相關之研究zh_TW
dc.title (題名) The Effects Of High School Principals Transformational Leadership Teachers Psychological Empowerment And Teachers Work Engagementen_US
dc.type (資料類型) thesisen_US
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