競值架構應用在國民小學校長領導行為、學校組織文化與組織效能關係之研究

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題名	競值架構應用在國民小學校長領導行為、學校組織文化與組織效能關係之研究 A Study on the Application of Competing Values Framework on the Relationships among Principal’s Leadership Behavior, School Organizational Culture and Organizational Effectiveness in Elementary Schools.
作者	吳勁甫
貢獻者	秦夢群<br>吳政達吳勁甫
關鍵詞	行為複雜性校長領導行為學校組織文化學校組織效能競值架構 behavioral complexity principal’s leadership behavior school organizational culture school organizational effectiveness competing values framework
日期	2007
上傳時間	17-Sep-2009 15:02:09 (UTC+8)
摘要	本研究旨在應用競值架構探討國民小學校長領導行為、學校組織文化與學校組織效能之間的關聯性。研究採用調查研究法，以台灣地區公立國民小學教師為對象，總共發出1060份問卷，問卷回收率為89.91％，有效問卷回收率則為84.81％。正式問卷回收之後，分別以單因子單變量變異數分析、單因子多變量變異數分析、集群分析、區別分析、皮爾森積差相關、迴歸分析（簡單、多元及調節迴歸）、階層線性模式及結構方程模式等統計方式對回收資料進行分析。本研究獲得以下九項結論：一、國民小學校長領導行為在競爭行為層面上的表現最突出。二、國民小學組織文化特性趨向層級節制和朋黨組織文化。三、國民小學學校組織效能在內部過程模式上的表現最佳。四、校長領導行為、學校組織文化與學校組織效能之間具有正向關聯。五、校長領導行為表現愈佳及複雜性愈高，有助於塑造學校組織文化與提升學校組織效能。六、學校組織文化的特性愈強及複雜性愈高，能促使學校組織效能之表現愈佳。七、校長領導行為與學校組織文化之趨同程度愈高，學校組織效能之表現並未愈佳。八、校長領導行為與學校組織效能之關聯是否受學校組織文化所調節，須視學校組織文化之分析層次而定。九、校長領導行為可透過學校組織文化的中介作用，正向影響學校組織效能。本研究分別就實務應用及未來研究兩方面提出如下建議：一、實務應用方面（一）以競值架構之量表診斷學校組織行為（二）展現兼容並蓄之領導作風（三）提升領導行為之複雜性（四）著重組織文化之型塑（五）營造兼容並包的組織文化（六）各種組織效能模式應兼籌並顧二、未來研究方面分別就研究對象、研究變項、研究方法、統計分析方法以及行為複雜性之檢測方式等方面，對未來的研究提出建議。 The purpose of the study was to investigate the relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness by utilizing competing values framework. The research method this study adopted is survey research. Data were collected from 1060 teachers of elementary schools in Taiwan. The response rates were 89.91％; the usable rates were 84.81％. The collected data were analyzed by using the statistical methods of one-way ANOVA, one-way MANOVA, cluster analysis, discriminant analysis, Pearson product-moment correlation, regression analysis (simple regression, multiple regression, and moderated regression), hierarchical linear modeling, and structural equation modeling. The conclusions of this study are: 1.Among all of the dimensions of principal’s leadership behavior, “Compete” is the dominant in the elementary schools. 2.Among all of the dimensions of school organizational culture, “Hierarchy” and “Clan” are the dominant in the elementary schools. 3.Among all of the dimensions of school organizational effectiveness, “Internal Process” is the dominant in the elementary schools. 4.There are positive relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness. 5.The principals with better leadership performances and higher behavioral complexity tend to shape school organizational culture and enhance school organizational effectiveness. 6.The schools with stronger organizational cultures and higher cultural complexity could improve school organizational effectiveness. 7.The hypothesis that the higher the congruence between principal’s leadership behavior and school organizational culture is, the better the school organizational effectiveness is could not be supported. 8.Whether the relationship between principal’s leadership behavior and school organizational effectiveness could be moderated by school organizational culture depends on the level of analysis of school organizational culture. 9.The principal’s leadership behavior could positively affect school organizational effectiveness through the mediated effect of school organizational culture. In addition, this study provides suggestions respectively on the aspect of practical application and future study.
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描述	博士國立政治大學教育研究所 93152508 96
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0093152508
資料類型	thesis

dc.contributor.advisor	秦夢群<br>吳政達	zh_TW
dc.contributor.author (Authors)	吳勁甫	zh_TW
dc.creator (作者)	吳勁甫	zh_TW
dc.date (日期)	2007	en_US
dc.date.accessioned	17-Sep-2009 15:02:09 (UTC+8)	-
dc.date.available	17-Sep-2009 15:02:09 (UTC+8)	-
dc.date.issued (上傳時間)	17-Sep-2009 15:02:09 (UTC+8)	-
dc.identifier (Other Identifiers)	G0093152508	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/32989	-
dc.description (描述)	博士	zh_TW
dc.description (描述)	國立政治大學	zh_TW
dc.description (描述)	教育研究所	zh_TW
dc.description (描述)	93152508	zh_TW
dc.description (描述)	96	zh_TW
dc.description.abstract (摘要)	本研究旨在應用競值架構探討國民小學校長領導行為、學校組織文化與學校組織效能之間的關聯性。研究採用調查研究法，以台灣地區公立國民小學教師為對象，總共發出1060份問卷，問卷回收率為89.91％，有效問卷回收率則為84.81％。正式問卷回收之後，分別以單因子單變量變異數分析、單因子多變量變異數分析、集群分析、區別分析、皮爾森積差相關、迴歸分析（簡單、多元及調節迴歸）、階層線性模式及結構方程模式等統計方式對回收資料進行分析。本研究獲得以下九項結論：一、國民小學校長領導行為在競爭行為層面上的表現最突出。二、國民小學組織文化特性趨向層級節制和朋黨組織文化。三、國民小學學校組織效能在內部過程模式上的表現最佳。四、校長領導行為、學校組織文化與學校組織效能之間具有正向關聯。五、校長領導行為表現愈佳及複雜性愈高，有助於塑造學校組織文化與提升學校組織效能。六、學校組織文化的特性愈強及複雜性愈高，能促使學校組織效能之表現愈佳。七、校長領導行為與學校組織文化之趨同程度愈高，學校組織效能之表現並未愈佳。八、校長領導行為與學校組織效能之關聯是否受學校組織文化所調節，須視學校組織文化之分析層次而定。九、校長領導行為可透過學校組織文化的中介作用，正向影響學校組織效能。本研究分別就實務應用及未來研究兩方面提出如下建議：一、實務應用方面（一）以競值架構之量表診斷學校組織行為（二）展現兼容並蓄之領導作風（三）提升領導行為之複雜性（四）著重組織文化之型塑（五）營造兼容並包的組織文化（六）各種組織效能模式應兼籌並顧二、未來研究方面分別就研究對象、研究變項、研究方法、統計分析方法以及行為複雜性之檢測方式等方面，對未來的研究提出建議。	zh_TW
dc.description.abstract (摘要)	The purpose of the study was to investigate the relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness by utilizing competing values framework. The research method this study adopted is survey research. Data were collected from 1060 teachers of elementary schools in Taiwan. The response rates were 89.91％; the usable rates were 84.81％. The collected data were analyzed by using the statistical methods of one-way ANOVA, one-way MANOVA, cluster analysis, discriminant analysis, Pearson product-moment correlation, regression analysis (simple regression, multiple regression, and moderated regression), hierarchical linear modeling, and structural equation modeling. The conclusions of this study are: 1.Among all of the dimensions of principal’s leadership behavior, “Compete” is the dominant in the elementary schools. 2.Among all of the dimensions of school organizational culture, “Hierarchy” and “Clan” are the dominant in the elementary schools. 3.Among all of the dimensions of school organizational effectiveness, “Internal Process” is the dominant in the elementary schools. 4.There are positive relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness. 5.The principals with better leadership performances and higher behavioral complexity tend to shape school organizational culture and enhance school organizational effectiveness. 6.The schools with stronger organizational cultures and higher cultural complexity could improve school organizational effectiveness. 7.The hypothesis that the higher the congruence between principal’s leadership behavior and school organizational culture is, the better the school organizational effectiveness is could not be supported. 8.Whether the relationship between principal’s leadership behavior and school organizational effectiveness could be moderated by school organizational culture depends on the level of analysis of school organizational culture. 9.The principal’s leadership behavior could positively affect school organizational effectiveness through the mediated effect of school organizational culture. In addition, this study provides suggestions respectively on the aspect of practical application and future study.	en_US
dc.description.tableofcontents	第一章緒論……………………………………………………………………1 第一節研究動機與研究目的…………………………………………………1 第二節研究問題………………………………………………………………5 第三節重要名詞釋義…………………………………………………………6 第四節研究範圍與限制………………………………………………………13 第二章文獻探討………………………………………………………………15 第一節競值架構之基本概念…………………………………………………15 第二節領導理論與研究………………………………………………………32 第三節組織文化理論與研究…………………………………………………67 第四節組織效能理論與研究…………………………………………………90 第五節組織行為之契合性……………………………………………………112 第六節校長領導、學校組織文化與學校組織效能之相關研究……………120 第三章研究設計與實施………………………………………………………163 第一節研究架構與變項………………………………………………………163 第二節研究假設………………………………………………………………165 第三節研究方法………………………………………………………………166 第四節研究樣本………………………………………………………………167 第五節研究工具之編製………………………………………………………168 第六節調查研究實施過程……………………………………………………184 第七節資料處理………………………………………………………………184 第四章研究結果之分析與討論………………………………………………187 第一節國民小學校長領導行為、學校組織文化與學校組織效能之現況分析………………………………………………………………………187 第二節校長領導行為、學校組織文化與學校組織效能之差異分析（一） ……………………………………………………………………………………191 第三節校長領導行為、學校組織文化與學校組織效能之差異分析（二）……………………………………………………………………………………201 第四節校長領導行為、學校組織文化與學校組織效能之相關分析………221 第五節校長領導行為、學校組織文化與學校組織效能之預測分析………228 第六節校長領導行為、學校組織文化與學校組織效能之調節效應分析………………………………………………………………………238 第七節校長領導行為、學校組織文化與學校組織效能之因果影響分析…266 第五章結論與建議……………………………………………………………283 第一節研究結論………………………………………………………………283 第二節建議……………………………………………………………………286 參考文獻…………………………………………………………………………291 附錄………………………………………………………………………………308 附錄一正式問卷………………………………………………………………308 附錄二問卷索函及問卷原作者同意使用問卷之回函………………………313 附錄三競值經營行為評量工具之原文………………………………………316 表次表2-1-1 資訊處理型態之比較…………………………………………………21 表2-2-1 領導特質、行為與影響力之定義……………………………………38 表2-2-2 領導之預設……………………………………………………………44 表2-2-3 競值架構下新舊領導角色（行為）之比較…………………………56 表2-3-1 組織文化之兩種主要的學術基礎……………………………………70 表2-4-1 主要的組織效能模式之比較…………………………………………92 表2-4-2 學校效能模式………………………………………………………106 表2-4-3 有效學校的歷程與要素……………………………………………110 表2-6-1 競值架構應用在領導、組織文化及組織效能之相關教育研究摘要表…………………………………………………………………………………147 表3-4-1 各縣市應抽取樣本學校數統計表…………………………………168 表3-5-1 「校長競值領導行為量表」二階驗證性因素分析模式估計參數之顯著性考驗摘要表…………………………………………………………………173 表3-5-2 「校長競值領導行為量表」預試信度分析摘要表………………175 表3-5-3 「學校競值組織文化量表」驗證性因素分析模式估計參數之顯著性考驗摘要表……………………………………………………………………179 表3-5-4 「學校競值組織文化量表」預試信度分析摘要表………………180 表3-5-5 「學校競值組織效能量表」二階驗證性因素分析模式估計參數之顯著性考驗摘要表………………………………………………………………183 表3-5-6 「學校競值組織效能量表」預試信度分析摘要表………………184 表4-1-1 四個校長領導行為層面的平均數和標準差摘要表………………187 表4-1-2 四個校長領導行為層面之相依樣本單因子變異數分析及事後比較摘要表……………………………………………………………………………188 表4-1-3 四個學校組織文化層面的平均數和標準差摘要表………………188 表4-1-4 四個組織文化層面之相依樣本單因子變異數分析及事後比較摘要表…………………………………………………………………………………189 表4-1-5 四個學校組織效能層面的平均數和標準差摘要表………………189 表4-1-6 四個學校組織效能層面之相依樣本單因子變異數分析及事後比較摘要表……………………………………………………………………………190 表4-2-1 不同校長領導行為表現程度在學校組織文化上之差異分析摘要表…………………………………………………………………………………193 表4-2-2 不同校長領導行為表現程度在學校組織效能上之差異分析摘要表…………………………………………………………………………………195 表4-2-3 不同學校組織文化表現程度在學校組織效能上之差異分析摘要表…………………………………………………………………………………197 表4-2-4 不同校長領導行為複雜程度在學校組織文化上之多變量及單變量變異數分析摘要表………………………………………………………………198 表4-2-5 不同校長領導行為複雜程度在學校組織效能上之多變量及單變量變異數分析摘要表………………………………………………………………199 表4-2-6 不同學校組織文化複雜程度在學校組織效能上之多變量及單變量變異數分析摘要表………………………………………………………………199 表4-3-1 校長領導行為之學校集群分析決定群數的判斷指標摘要表……202 表4-3-2 校長領導行為之學校集群分析、多變量和單變量變異數分析摘要表…………………………………………………………………………………202 表4-3-3 學校組織文化之學校集群分析決定群數的判斷指標摘要表……203 表4-3-4 學校組織文化之學校集群分析、多變量和單變量變異數分析摘要表…………………………………………………………………………………203 表4-3-5 校長領導行為與學校組織文化之學校集群分析決定群數的判斷指標摘要表…………………………………………………………………………204 表4-3-6 校長領導行為與學校組織文化之學校集群分析、多變量和單變量變異數分析摘要表………………………………………………………………204 表4-3-7 不同校長領導行為之學校集群在學校組織文化上之變異數分析摘要表………………………………………………………………………………205 表4-3-8 不同校長領導行為之學校集群在學校組織效能上之變異數分析摘要表………………………………………………………………………………205 表4-3-9 不同學校組織文化之學校集群在學校組織效能上之變異數分析摘要表………………………………………………………………………………206 表4-3-10 不同校長領導行為與學校組織文化之學校集群在學校組織效能之變異數分析摘要表…………………………………………………………………207 表4-3-11 不同校長領導行為複雜性之學校組別在學校組織文化上之變異數分析摘要表…………………………………………………………………………208 表4-3-12 不同校長領導行為複雜性之學校組別在學校組織效能上之變異數分析摘要表…………………………………………………………………………208 表4-3-13 不同學校組織文化複雜性之學校組別在學校組織效能上之變異數分析摘要表…………………………………………………………………………209 表4-3-14 校長領導行為複雜性與學校組織文化複雜性之學校集群分析決定群數的判斷指標摘要表……………………………………………………………210 表4-3-15 校長領導行為複雜性與學校組織文化複雜性之學校集群分析、多變量和單變量變異數分析摘要表…………………………………………………210 表4-3-16 不同校長領導行為複雜性及學校組織文化複雜性之學校集群在學校組織效能上之變異數分析摘要表………………………………………………211 表4-3-17 採「差的絕對值」作為契合指標之學校集群分析決定群數的判斷指標摘要表…………………………………………………………………………212 表4-3-18 採「差的絕對值」作為契合指標之學校集群分析、多變量和單變量變異數分析摘要表………………………………………………………………212 表4-3-19 採「差的絕對值」作為契合指標之不同學校集群在學校組織效能之多變量及單變量變異數分析摘要表……………………………………………213 表4-3-20 採「差的絕對值」作為契合指標之不同學校集群在學校組織效能之同時信賴區間考驗摘要表………………………………………………………213 表4-3-21 採「差的絕對值」作為契合指標之區別分析摘要表……………215 表4-3-22 採「相關係數」作為契合指標之學校集群分析決定群數的判斷指標摘要表……………………………………………………………………………216 表4-3-23 採「相關係數」作為契合指標之學校集群分析、多變量和單變量變異數分析摘要表…………………………………………………………………216 表4-3-24 採「相關係數」作為契合指標之不同學校集群在學校組織效能之多變量及單變量變異數分析摘要表………………………………………………217 表4-3-25 採「相關係數」作為契合指標之不同學校集群在學校組織效能之同時信賴區間考驗摘要表…………………………………………………………218 表4-3-26 採「相關係數」作為契合指標之區別分析摘要表………………219 表4-4-1 校長領導行為與學校組織文化相關分析摘要表（個人層次）…221 表4-4-2 校長領導行為與學校組織文化相關分析摘要表（學校層次）…222 表4-4-3 校長領導行為與學校組織效能相關分析摘要表（個人層次）…222 表4-4-4 校長領導行為與學校組織效能相關分析摘要表（學校層次）…223 表4-4-5 學校組織文化與學校組織效能相關分析摘要表（個人層次）…223 表4-4-6 學校組織文化與學校組織效能相關分析摘要表（學校層次）…224 表4-4-7 校長領導行為複雜性、學校組織文化複雜性與學校組織文化和學校組織效能相關分析摘要表………………………………………………………225 表4-4-8 校長領導行為相關分析摘要表……………………………………226 表4-4-9 學校組織文化相關分析摘要表……………………………………226 表4-4-10 學校組織效能相關分析摘要表……………………………………226 表4-5-1 校長領導行為對學校組織文化預測之迴歸分析摘要表…………230 表4-5-2 校長領導行為對學校組織效能預測之迴歸分析摘要表…………232 表4-5-3 學校組織文化對學校組織效能預測之迴歸分析摘要表…………234 表4-5-4 校長領導行為複雜性對學校組織文化及其複雜性預測之迴歸分析摘要表………………………………………………………………………………235 表4-5-5 校長領導行為複雜性及學校組織文化複雜性對學校組織效能預測之迴歸分析摘要表…………………………………………………………………237 表4-6-1 左上象限校長領導行為與學校組織文化交互作用之迴歸分析摘要表…………………………………………………………………………………240 表4-6-2 右上象限校長領導行為與學校組織文化交互作用之迴歸分析摘要表…………………………………………………………………………………242 表4-6-3 左下象限校長領導行為與學校組織文化交互作用之迴歸分析摘要表…………………………………………………………………………………243 表4-6-4 右下象限校長領導行為與學校組織文化交互作用之迴歸分析摘要表…………………………………………………………………………………245 表4-6-5 跨層次分析之假設及條件摘要表…………………………………247 表4-6-6 左上象限對應之階層線性模式分析摘要表………………………254 表4-6-7 右上象限對應之階層線性模式分析摘要表………………………257 表4-6-8 左下象限對應之階層線性模式分析摘要表………………………260 表4-6-9 右下象限對應之階層線性模式分析摘要表………………………263 表4-7-1 直接效果模式之估計參數的顯著性考驗摘要表…………………268 表4-7-2 部分中介效果模式之估計參數的顯著性考驗摘要表……………272 表4-7-3 校長領導行為、學校組織文化及學校組織效能間因果關係模式（部分中介）之各項效果分析摘要表………………………………………………273 表4-7-4 完全中介效果模式之估計參數的顯著性考驗摘要表……………277 表4-7-5 校長領導行為、學校組織文化及學校組織效能間因果關係模式（完全中介）之各項效果分析摘要表………………………………………………278 表4-7-6 直接及中介效果模式整體適配度考驗摘要表……………………278 圖次圖1-3-1 競值架構之核心面向………………………………………………8 圖2-1-1 價值與效能規準關係圖……………………………………………17 圖2-1-2 資訊處理的策略與情境……………………………………………19 圖2-1-3 偏見、形上學的取向以及資訊的使用……………………………22 圖2-1-4 競值架構之分析層次………………………………………………28 圖2-1-5 與競值架構相關之負向區域………………………………………31 圖2-2-1 競值架構下之領導特質與行為……………………………………40 圖2-2-2 競值架構下之權力與影響力………………………………………41 圖2-2-3 競值架構下之領導角色……………………………………………46 圖2-2-4 管理領導：邏輯架構………………………………………………49 圖2-2-5 兩種交相貫通之構念………………………………………………50 圖2-2-6 管理領導：弔詭架構………………………………………………51 圖2-2-7 二種競爭活動（合作與競爭象限）………………………………59 圖2-2-8 二種競爭活動（以極端形式的領導行為加以定錨）……………60 圖2-2-9 整合競爭的活動……………………………………………………61 圖2-3-1 競值架構下之組織文化……………………………………………78 圖2-3-2 競值架構下之組織文化類型………………………………………79 圖2-4-1 競值架構下的組織效能……………………………………………97 圖2-4-2 學校效能整合模式…………………………………………………102 圖2-4-3 國際學校效能比較研究模式………………………………………103 圖2-4-4 組織效能整合模式圖………………………………………………107 圖2-5-1 競值架構下之文化、領導、價值趨動及效能……………………116 圖2-5-2 四種對於矛盾及弔詭的反應………………………………………118 圖2-6-1 校長領導對學校效能影響之模式…………………………………123 圖2-6-2 校長領導型態影響學校組織文化特性與學校組織效能之理論架構圖…………………………………………………………………………………136 圖2-6-3 校長多元領導型態、學校組織文化特質與學校效能之結構模式關係圖…………………………………………………………………………………138 圖2-6-4 研究模式圖…………………………………………………………145 圖3-1-1 研究架構圖…………………………………………………………164 圖3-5-1 「校長競值領導行為量表」二階驗證性因素分析模式架構圖…171 圖3-5-2 「校長競值領導行為量表」二階驗證性因素分析模式標準化參數估計值………………………………………………………………………………172 圖3-5-3 「學校競值組織文化量表」驗證性因素分析模式架構圖………177 圖3-5-4 「學校競值組織文化量表」驗證性因素分析模式標準化參數估計值…………………………………………………………………………………178 圖3-5-5 「學校競值組織效能量表」二階驗證性因素分析模式架構圖…181 圖3-5-6 「學校競值組織效能量表」二階驗證性因素分析模式標準化參數估計值………………………………………………………………………………182 圖4-6-1 合作與朋黨對人群關係的交互作用………………………………240 圖4-6-2 合作與朋黨對整體組織效能的交互作用…………………………241 圖4-6-3 創造與臨時組合對整體組織效能的交互作用……………………242 圖4-6-4 控制與層級節制對內部過程的交互作用…………………………244 圖4-6-5 控制與層級節制對整體組織效能的交互作用……………………244 圖4-6-6 競爭與市場對整體組織效能的交互作用…………………………246 圖4-7-1 直接效果模式架構圖………………………………………………267 圖4-7-2 直接效果模式標準化參數估計值…………………………………267 圖4-7-3 部分中介效果模式架構圖…………………………………………270 圖4-7-4 部分中介效果模式標準化參數估計值……………………………271 圖4-7-5 完全中介效果模式架構圖…………………………………………275 圖4-7-6 完全中介效果模式標準化參數估計值……………………………276	zh_TW
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dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0093152508	en_US
dc.subject (關鍵詞)	行為複雜性	zh_TW
dc.subject (關鍵詞)	校長領導行為	zh_TW
dc.subject (關鍵詞)	學校組織文化	zh_TW
dc.subject (關鍵詞)	學校組織效能	zh_TW
dc.subject (關鍵詞)	競值架構	zh_TW
dc.subject (關鍵詞)	behavioral complexity	en_US
dc.subject (關鍵詞)	principal’s leadership behavior	en_US
dc.subject (關鍵詞)	school organizational culture	en_US
dc.subject (關鍵詞)	school organizational effectiveness	en_US
dc.subject (關鍵詞)	competing values framework	en_US
dc.title (題名)	競值架構應用在國民小學校長領導行為、學校組織文化與組織效能關係之研究	zh_TW
dc.title (題名)	A Study on the Application of Competing Values Framework on the Relationships among Principal’s Leadership Behavior, School Organizational Culture and Organizational Effectiveness in Elementary Schools.	en_US
dc.type (資料類型)	thesis	en
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