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題名 | 國小校長說故事領導能力初探=The Preliminary Study on Storytelling Leadership Competences of Elementary School Principals |
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作者 | 葉連祺; 楊家瑜; 蔡孟愷; 鄭茹方; | 書刊名 | 教育研究與發展期刊 |
卷期 | 6:3 2010.09[民99.09] |
頁次 | 頁147-181 |
分類號 | 523.3642 |
關鍵詞 | 校長學; 教育領導; 說故事領導; 領導能力; Educational leadership; Leadership competence; Principalship; Storytelling leadership; |
語文 | 中文(Chinese) |
中文摘要 | 說故事領導風行於企業界,被證明有實效,論者認為校長說故事領導理論可提供教育領導另類思考,但是校長說故事領導能力現況則待實證研究。本研究採用校長說故事領導三向度架構觀點,以校長說故事領導能力評定量表,調查207位國小校長自評說故事領導能力的重要性和實踐度知覺。分析結果顯示國小校長認為說故事領導能力項目有高重要性,自評實踐度則略低,出現知覺落差現象,重要性和實踐度兩者知覺為正相關,並可以線性或二次方迴歸模式來解釋能力和項目知覺間的分佈關係。以對能力的重要性和實踐度知覺分數為兩軸,區分標準為平均數,三個層面的能力項目和全體校長都能分成四群,分群正確率良好,能力項目和校長歸屬為狀況良好群和有待提升群的比列較高,被分類為知行衝突群和力有未逮群者較少,此分群差異現象值得重視。 |
英文摘要 | Storytelling leadership is prevailing and beneficial for corporations nowadays. Some discussions revealed that storytelling leadership for principal may be viewed as an alternative way to educational leadership. The storytelling leadership competences of principal are worth studying because its empirical studies are scarce. Three-dimensional framework for storytelling leadership competences of principal and a self-made questionnaire were used to assess 207 elementary school principals’ perceptions of the importance and implementation of storytelling leadership competences. The results showed a perceptional gap between importance and implementation of storytelling leadership competences and that principals rated importance higher than implementation. The perceptional importance and implementation of storytelling leadership competences were positively correlated. Linear or quadratic regression model was suitable to explain the distributions of principals’ storytelling leadership competences. Moreover, all competences and principals could be divided well into four clusters by using the perceptional importance and implementation of storytelling leadership competences as two axes and the average score of perception as discriminative criteria. It is worth noticing that the ratios of well-knowing-and-well-doing group and bad-knowing-and-bad-doing group were higher than the ratios of bad-knowing-but-well-doing group and well-knowing-but-bad-doing group. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。