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題名 高中校長轉型領導對教師組織認同影響之研究---教師心理賦權之中介效果分析
The Effects of High School Principals` Transformational Leadership on Teachers` Organizational Identification-Mediating Effect Analysis of Teachers` Psychological Empowerment
作者 許文寧
貢獻者 吳政達、郭昭佑
許文寧
關鍵詞 轉型領導
心理賦權
組織認同
日期 2013
上傳時間 21-七月-2014 15:47:45 (UTC+8)
摘要 本研究旨在探討我國高中校長轉型領導、教師心理賦權與教師組織認同之實際情形，並瞭解校長轉型領導對教師組織認同的影響以及教師心理賦權是否具有中介效果。
     研究方法以文獻分析與問卷調查法。研究對象為台灣北區高中87所學校之教師，本次施測共發放535份問卷，回收430份，回收率為80%，有效問卷407份，可用率為76%。問卷回收後以因素分析、信度分析、描述性統計、t檢定、單因子變異數分析、Pearson積差相關、多元逐步回歸與Sobel test等統計方法進行研究。根據研究結果與分析後歸納之結論如下：
     一、高中教師對「校長轉型領導」之知覺為中高程度，以「高度期望」之知覺為最高，「個別關懷」之知覺為最低。
     二、高中教師在「教師心理賦權」之知覺為中高程度，以「勝任感」之知覺為最高，「控制感」之知覺為最低。
     三、高中教師在「教師組織認同」之知覺為中高程度，以「成員關係」之知覺為最高，「相似性」之知覺為最低。
     四、不同背景變項的高中教師知覺「校長轉型領導」、「教師心理賦權」、「教師組織認同」的程度有所差異。
     五、高中教師在對「校長轉型領導」、「教師心理賦權」與「教師組織認同」的知覺，彼此間有顯著相關。
     六、「校長轉型領導」與「教師心理賦權」對「教師組織認同」有顯著聯合預測力，其中以「激發鼓舞」的預測力最高。
     七、「教師心理賦權」在「校長轉型領導」對「教師組織認同」的影響上具有部分中介效果。
     最後，根據研究結果提出建議，以供教育行政機關、高中校長、教師及後續研究之參考。
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描述 碩士
國立政治大學
學校行政碩士在職專班
100911021
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100911021
資料類型 thesis
dc.contributor.advisor 吳政達、郭昭佑zh_TW
dc.contributor.author (作者) 許文寧zh_TW
dc.creator (作者) 許文寧zh_TW
dc.date (日期) 2013en_US
dc.date.accessioned 21-七月-2014 15:47:45 (UTC+8)-
dc.date.available 21-七月-2014 15:47:45 (UTC+8)-
dc.date.issued (上傳時間) 21-七月-2014 15:47:45 (UTC+8)-
dc.identifier (其他 識別碼) G0100911021en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67651-
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) 100911021zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 本研究旨在探討我國高中校長轉型領導、教師心理賦權與教師組織認同之實際情形，並瞭解校長轉型領導對教師組織認同的影響以及教師心理賦權是否具有中介效果。
     研究方法以文獻分析與問卷調查法。研究對象為台灣北區高中87所學校之教師，本次施測共發放535份問卷，回收430份，回收率為80%，有效問卷407份，可用率為76%。問卷回收後以因素分析、信度分析、描述性統計、t檢定、單因子變異數分析、Pearson積差相關、多元逐步回歸與Sobel test等統計方法進行研究。根據研究結果與分析後歸納之結論如下：
     一、高中教師對「校長轉型領導」之知覺為中高程度，以「高度期望」之知覺為最高，「個別關懷」之知覺為最低。
     二、高中教師在「教師心理賦權」之知覺為中高程度，以「勝任感」之知覺為最高，「控制感」之知覺為最低。
     三、高中教師在「教師組織認同」之知覺為中高程度，以「成員關係」之知覺為最高，「相似性」之知覺為最低。
     四、不同背景變項的高中教師知覺「校長轉型領導」、「教師心理賦權」、「教師組織認同」的程度有所差異。
     五、高中教師在對「校長轉型領導」、「教師心理賦權」與「教師組織認同」的知覺，彼此間有顯著相關。
     六、「校長轉型領導」與「教師心理賦權」對「教師組織認同」有顯著聯合預測力，其中以「激發鼓舞」的預測力最高。
     七、「教師心理賦權」在「校長轉型領導」對「教師組織認同」的影響上具有部分中介效果。
     最後，根據研究結果提出建議，以供教育行政機關、高中校長、教師及後續研究之參考。		zh_TW
dc.description.tableofcontents 表 次 iii
     圖 次 vi
     第一章 緒論 1
     第一節 研究動機 1
     第二節 研究目的與待答問題 4
     第三節 重要名詞釋義 6
     第四節 研究範圍與研究限制 9
     第二章 文獻探討 13
     第一節 轉型領導意涵及其相關研究 13
     第二節 心理賦權概念及其相關研究 27
     第三節 組織認同概念及其相關研究 38
     第四節 轉型領導、心理賦權與組織認同之關係研究 47
     第三章 研究設計與實施 51
     第一節 研究架構與研究假設 51
     第二節 研究實施與研究對象 55
     第三節 研究方法與工具 60
     第四節 資料處理與分析 67
     第四章 研究結果與討論 69
     第一節 校長轉型領導、教師心理賦權與教師組織認同之現況分析 69
     第二節 不同背景變項在校長轉型領導、教師心理賦權與組織認同之差 異分析 ………………………………………………………………………75
     第三節 校長轉型領導、教師心理賦權與組織認同之相關分析 110
     第四節 校長轉型領導與教師心理賦權對教師組織認同之預測力分析 114
     第五節 教師心理賦權在校長轉型領導與教師組織認同之中介效果分析 119
     第五章 結論與建議 122
     第一節 結論 122
     第二節 建議 129
     參考文獻 134
     壹、中文部分 134
     貳、英文部分 136
     附錄 148
     壹、校長轉型領導量表 148
     貳、心理賦權量表 149
     參、組織認同量表 149		zh_TW
dc.format.extent 2784719 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100911021en_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) 組織認同zh_TW
dc.title (題名) 高中校長轉型領導對教師組織認同影響之研究---教師心理賦權之中介效果分析zh_TW
dc.title (題名) The Effects of High School Principals` Transformational Leadership on Teachers` Organizational Identification-Mediating Effect Analysis of Teachers` Psychological Empowermenten_US
dc.type (資料類型) thesisen
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