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題名 高級中等學校分布式領導、學校創新經營與學校效能關係之研究
A Study on the Relationships among Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools作者 黃敏榮
Huang, Min Rung貢獻者 秦夢群
黃敏榮
Huang, Min Rung關鍵詞 高級中等學校
分布式領導
學校創新經營
學校效能
senior high school
distributed leadership
school innovative management
school effectiveness日期 2012 摘要 本研究旨在探討高級中等學校分布式領導、學校創新經營與學校效能的現況及其彼此之關係。採用調查研究法，編製「高級中等學校分布式領導、學校創新經營與學校效能關係問卷」進行資料的蒐集，以臺灣地區公私立高級中等學校教師為研究對象，依學校類型、學校屬性、學校規模、所在區域等四種標準，分層抽取86所學校，共發出1192份問卷，回收1103份，回收率為92.5%，扣除無效問卷後，有效問卷為1052份。使用SPSS 18.0 for Windows及AMOS18.0 for Windows套裝軟體，進行描述性統計、因素分析、相關分析、t 考驗、變異數分析及結構方程模式等統計方法，獲得以下結論：一、 「清晰的組織結構和績效責任」、「校園環境創新」、「行政公關績效」分別最能呈現高級中等學校分布式領導、學校創新經營、學校效能之效果。二、 高級中等學校分布式領導、學校創新經營與學校效能現況屬於中高程度，分別以「營造信任的文化」、「外部關係創新」、「教師專業展能」得分最高，「清晰的組織結構與績效責任」、「校園環境創新」、「學生整體表現」得分最低。三、 不同背景變項高級中等學校教師所知覺分布式領導現況達顯著差異者為：高中高於高職，私立學校高於公立學校，女性校長的學校高於男性校長，男性教師高於女性教師，51歲以上教師高於31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年的教師，擔任主任者高於組長、導師與專任教師，大學學歷的教師高於研究所以上學歷的教師。四、 不同背景變項高級中等學校教師所知覺學校創新經營現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，男性教師高於女性教師，51歲以上教師高於31-40歲的教師，擔任主任者高於組長、導師與專任教師。五、 不同背景變項高級中等學校教師所知覺學校效能現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，51歲以上教師高於30歲以下、31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年、11-15年的教師，擔任主任者高於組長、導師與專任教師。六、 學校所在地區、學校規模、校長學歷、擔任校長年資四個背景變項不同之教師，所知覺高級中等學校分布式領導、學校創新經營、學校效能皆無顯著差異。七、 高級中等學校分布式領導、學校創新經營與學校效能三者，兩兩之間皆為高度正相關。八、 高級中等學校分布式領導可透過學校創新經營，增強對學校效能的正向影響力。分布式領導各層面對學校創新經營、對學校效能皆以「領導能量的投入」具有最大間接效果，其次依序為「清晰的組織結構和績效責任」、「自信推動變革的領導者」、「營造信任的文化」。學校創新經營各層面對學校效能的間接效果值由高而低依序為「課程活動創新」、「校園環境創新」、「外部關係創新」、「行政管理創新」。最後，依據研究結論提出建議，供主管教育行政機關、學校及未來研究之參考。
The purpose of this study is to probe into not only the current situation of distributed leadership, school innovative management and school effectiveness, but also their relationships with each other. With survey research method, a questionnaire entitled The Relationships Between Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools is applied to gather data from public and private high school teachers in Taiwan area. By employing the stratified random sampling method, there are 1,192 questionnaires sent out to 86 schools, based on their type, attribute, scale, and location. There are 1,103 questionnaires retrieved, making the response rate 92.5%, and there are 1,052 valid questionnaires after invalid ones deducted. The packages SPSS 18.0 for Windows and AMOS 18.0 for Windows are adopted to carry out descriptive statistics, factor analysis, Pearson correlation analysis, t-test, one-way ANOVA, and structural equation modeling. The findings of this study are as follows:1. “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “The performance of administrative public relations” can best manifest the effects of distributed leadership, school innovative management and school effectiveness, respectively, in senior high schools.2. The current situation of distributed leadership, school innovative management and school effectiveness in senior high schools belongs to high-intermediate level, with “Build the trustworthy culture,” The innovation of external relations,” and “The abilities of teachers’ professional development” attaining top marks, respectively, and “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “Students’ overall performance” scoring the lowest, respectively.3. Some significant differences toward the current situation of distributed leadership perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years, serving as directors higher than section chiefs, homeroom teachers and full-time teachers, and teachers with undergraduate degrees higher than those with graduate degrees.4. Some significant differences toward the current situation of school innovative management perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old , and serving as directors higher than section chiefs, homeroom teachers and full-time teachers.5. Some significant differences toward the current situation of school effectiveness perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, teachers older than 51 years of age higher than those under 30 years old, 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years or 11-15 years, and serving as directors higher than section chiefs, homeroom teachers and full-time teachers.6. Toward distributed leadership, school innovative management and school effectiveness in senior high schools, there is no significant difference perceived by teachers of four different background variables--school location, school scale, principals’ academic degrees, and duration as principals.7. There is a highly positive correlation between distributed leadership, school innovative management and school effectiveness in senior high schools.8. Distributed leadership in senior high schools can reinforce positive influence on school effectiveness through school innovative management. As regards all aspects of distributed leadership, the very one that has the most indirect effects on both school innovative management and school effectiveness is “The input of leadership,” and other aspects in sequence are “Definite organizational structure and performance responsibility,” “The leader confidently pushing for reforms,” and “Build the trustworthy culture.” All aspects’ top-down values of the indirect effects of school innovative management on school effectiveness are “The innovation of curricular activities,” “The innovation of campus environment,” ”The innovation of external relations,” and “The innovation of administrative management.” Finally, according to the conclusions of this study, some suggestions are proposed for the educational executive organizations, schools, and the reference of future study.描述 博士
國立政治大學
教育研究所
93152507
101資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093152507 資料類型 thesis dc.contributor.advisor 秦夢群 zh_TW dc.contributor.author (作者) 黃敏榮 zh_TW dc.contributor.author (作者) Huang, Min Rung en_US dc.creator (作者) 黃敏榮 zh_TW dc.creator (作者) Huang, Min Rung en_US dc.date (日期) 2012 en_US dc.identifier (其他 識別碼) G0093152507 en_US 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) 93152507 zh_TW dc.description (描述) 101 zh_TW dc.description.abstract (摘要) 本研究旨在探討高級中等學校分布式領導、學校創新經營與學校效能的現況及其彼此之關係。採用調查研究法，編製「高級中等學校分布式領導、學校創新經營與學校效能關係問卷」進行資料的蒐集，以臺灣地區公私立高級中等學校教師為研究對象，依學校類型、學校屬性、學校規模、所在區域等四種標準，分層抽取86所學校，共發出1192份問卷，回收1103份，回收率為92.5%，扣除無效問卷後，有效問卷為1052份。使用SPSS 18.0 for Windows及AMOS18.0 for Windows套裝軟體，進行描述性統計、因素分析、相關分析、t 考驗、變異數分析及結構方程模式等統計方法，獲得以下結論：一、 「清晰的組織結構和績效責任」、「校園環境創新」、「行政公關績效」分別最能呈現高級中等學校分布式領導、學校創新經營、學校效能之效果。二、 高級中等學校分布式領導、學校創新經營與學校效能現況屬於中高程度，分別以「營造信任的文化」、「外部關係創新」、「教師專業展能」得分最高，「清晰的組織結構與績效責任」、「校園環境創新」、「學生整體表現」得分最低。三、 不同背景變項高級中等學校教師所知覺分布式領導現況達顯著差異者為：高中高於高職，私立學校高於公立學校，女性校長的學校高於男性校長，男性教師高於女性教師，51歲以上教師高於31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年的教師，擔任主任者高於組長、導師與專任教師，大學學歷的教師高於研究所以上學歷的教師。四、 不同背景變項高級中等學校教師所知覺學校創新經營現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，男性教師高於女性教師，51歲以上教師高於31-40歲的教師，擔任主任者高於組長、導師與專任教師。五、 不同背景變項高級中等學校教師所知覺學校效能現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，51歲以上教師高於30歲以下、31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年、11-15年的教師，擔任主任者高於組長、導師與專任教師。六、 學校所在地區、學校規模、校長學歷、擔任校長年資四個背景變項不同之教師，所知覺高級中等學校分布式領導、學校創新經營、學校效能皆無顯著差異。七、 高級中等學校分布式領導、學校創新經營與學校效能三者，兩兩之間皆為高度正相關。八、 高級中等學校分布式領導可透過學校創新經營，增強對學校效能的正向影響力。分布式領導各層面對學校創新經營、對學校效能皆以「領導能量的投入」具有最大間接效果，其次依序為「清晰的組織結構和績效責任」、「自信推動變革的領導者」、「營造信任的文化」。學校創新經營各層面對學校效能的間接效果值由高而低依序為「課程活動創新」、「校園環境創新」、「外部關係創新」、「行政管理創新」。最後，依據研究結論提出建議，供主管教育行政機關、學校及未來研究之參考。 zh_TW dc.description.abstract (摘要) The purpose of this study is to probe into not only the current situation of distributed leadership, school innovative management and school effectiveness, but also their relationships with each other. With survey research method, a questionnaire entitled The Relationships Between Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools is applied to gather data from public and private high school teachers in Taiwan area. By employing the stratified random sampling method, there are 1,192 questionnaires sent out to 86 schools, based on their type, attribute, scale, and location. There are 1,103 questionnaires retrieved, making the response rate 92.5%, and there are 1,052 valid questionnaires after invalid ones deducted. The packages SPSS 18.0 for Windows and AMOS 18.0 for Windows are adopted to carry out descriptive statistics, factor analysis, Pearson correlation analysis, t-test, one-way ANOVA, and structural equation modeling. The findings of this study are as follows:1. “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “The performance of administrative public relations” can best manifest the effects of distributed leadership, school innovative management and school effectiveness, respectively, in senior high schools.2. The current situation of distributed leadership, school innovative management and school effectiveness in senior high schools belongs to high-intermediate level, with “Build the trustworthy culture,” The innovation of external relations,” and “The abilities of teachers’ professional development” attaining top marks, respectively, and “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “Students’ overall performance” scoring the lowest, respectively.3. Some significant differences toward the current situation of distributed leadership perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years, serving as directors higher than section chiefs, homeroom teachers and full-time teachers, and teachers with undergraduate degrees higher than those with graduate degrees.4. Some significant differences toward the current situation of school innovative management perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old , and serving as directors higher than section chiefs, homeroom teachers and full-time teachers.5. Some significant differences toward the current situation of school effectiveness perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, teachers older than 51 years of age higher than those under 30 years old, 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years or 11-15 years, and serving as directors higher than section chiefs, homeroom teachers and full-time teachers.6. Toward distributed leadership, school innovative management and school effectiveness in senior high schools, there is no significant difference perceived by teachers of four different background variables--school location, school scale, principals’ academic degrees, and duration as principals.7. There is a highly positive correlation between distributed leadership, school innovative management and school effectiveness in senior high schools.8. Distributed leadership in senior high schools can reinforce positive influence on school effectiveness through school innovative management. As regards all aspects of distributed leadership, the very one that has the most indirect effects on both school innovative management and school effectiveness is “The input of leadership,” and other aspects in sequence are “Definite organizational structure and performance responsibility,” “The leader confidently pushing for reforms,” and “Build the trustworthy culture.” All aspects’ top-down values of the indirect effects of school innovative management on school effectiveness are “The innovation of curricular activities,” “The innovation of campus environment,” ”The innovation of external relations,” and “The innovation of administrative management.” Finally, according to the conclusions of this study, some suggestions are proposed for the educational executive organizations, schools, and the reference of future study. en_US dc.description.tableofcontents 第一章 緒論 .…………………………………………………………1第一節 研究動機與目的…………………………………………...1第二節 研究問題…………………………………………………..10第三節 名詞釋義…………………………………………………..10第四節 研究範圍與限制…………………………………………..13第二章 文獻探討..…………………………………………………17第一節 分布式領導之理論與相關研究…………………………..17第二節 學校創新經營之理論與相關研究………………………..55第三節 學校效能之理論與相關研究…………………………...101第四節 分布式領導、學校創新經營與學校效能相關之研究….154第三章 研究設計與實施………………………………………….171第一節 研究架構………………………………………………...171第二節 研究對象………………………………………………...174第三節 研究工具………………………………………………...179第四節 實施程序………………………………………………...236第五節 資料處理………………………………………………...238第四章 結果分析與討論…………………………………….....241第一節 高級中等學校分布式領導、學校創新經營與學校效能現況之分析……………………………………………….................241第二節 不同背景變項教師所知覺的高級中等學校分布式領導現況之差異分析…………………………………………....................244第三節 不同背景變項教師所知覺的高級中等學校創新經營現況之差異分析……………………………………………..................270第四節 不同背景變項教師所知覺的高級中等學校效能現況之差異分析………………………………………………................292第五節 高級中等學校分布式領導、學校創新經營與學校效能的相關分析………………………………………………................312第六節 高級中等學校分布式領導、學校創新經營與學校效能之結構模式分析與討論……………………………...........................321第五章 結論與建議……………………………………………..341第一節 結論……………………………………………………....341第二節 建議……………………………………………………....347 zh_TW dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0093152507 en_US dc.subject (關鍵詞) 高級中等學校 zh_TW dc.subject (關鍵詞) 分布式領導 zh_TW dc.subject (關鍵詞) 學校創新經營 zh_TW dc.subject (關鍵詞) 學校效能 zh_TW dc.subject (關鍵詞) senior high school en_US dc.subject (關鍵詞) distributed leadership en_US dc.subject (關鍵詞) school innovative management en_US dc.subject (關鍵詞) school effectiveness en_US dc.title (題名) 高級中等學校分布式領導、學校創新經營與學校效能關係之研究 zh_TW dc.title (題名) A Study on the Relationships among Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools en_US dc.type (資料類型) thesis en
