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題名 | 情境領導理論及其在國小班級領導之應用研究=The Relationship between Situational Leadership Behavior of Elementary Teacher and Students' Learning Attitudes, Academic Achievement and Classroom Climate |
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作者 | 張德銳; 丁一顧; | 書刊名 | 臺北市立師範學院學報 |
卷期 | 30 1999.03[民88.03] |
頁次 | 頁103-126 |
分類號 | 522.2 |
關鍵詞 | 情境領導理論; 教師領導行為; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討教師情境領導行為模式與學生學習態度、學業成就與班級氣氛的現 況與關係。其次也分析不同教師人口變項、學校環境變項,在教師領導型式與型式效能的差 異情形,最後,並瞭解教師領導型式與學生學習準備度配合與不配合,其在學生學習表現上 是否有差異。 研究採用間卷調查法,包括臺灣地區41所公立國民小學、3458 個學生,研究工具為「國 小學生學習狀況及對教萱行為知覺調查問卷」,回收間卷經統計處理獲得以下結論: (一)目前國民學校教師的主要領導型式為參與型。教師領導型式效能表現現況尚可。國 民小學學生學習準備度偏向高度準備度,學生學習態度、學業成就及班級氣氛上的 表現則尚稱良好。 (二)不同的教師性別、服務年資、學校地區與規模的教師領導型式,有顯著的差異。 (三)不同同師服務年資其教師領導型式效能,有顯著的差異。至於,不同教師性別、學 校地區與學校規模,其教師的領導型式效能則無顯著差異存在。 (四)教師不同的領導型式在學生學習能度、學業成就、班級氣氛及領導型式效能上,有 顯著差異。 (五)不同教萱服務年資、學校地區及學校規模的學生,其學生學習準備度上有顯著差異。 (六)教師領導型式與學生學習準備度配合比不配合,在學生學習態度、學業成就、班級 氣氛及領導型式效能上均未有較高的表現。 根據研究所得,本研究分別對教育(學校)行政機關及國民小學教師提出多項建議。 |
英文摘要 | The main purpose in this study was to investigate the relationship between the teachers' situational leadership behavior and the students' learning attitude, academic achievement and classroom climate in Taiwan Area's Elementary School. This study employed the survey method. The subjects included 3458 students randomly selected from 41 elementary schools in Taiwan Area. The instruments included 'Leader Effectiveness Adaptablility Description Scale (LEAD)', ' Student Readiness Scale', 'Student Academic Achievement Scale' and Classroom Climate Scale', The data were analyzed using the statistics of t-test, kaj-square test and one-way ANOVA. The main findings of this study were as follows: 1. Most students described their teachers' leadership style as 'participating' style. And the levels of leadership style effectiveness, students' learning readiness, learning attitude, academic achievement and classroom climate were high. 2. significant differences existed between teacher's gender, and among three levels of teachers' seniority, four school sizes and three school locations with regard to teachers' leadership styles. 3. A significant difference existed among three levels of teachers' seniority with regard to teachers' leadership effectiveness. 4. significant differences existed among four teachers' leadership styles with regard to students' learning attitude, academic achievement, classroom climate and teachers' leadership effectiveness. 5. Significant differences existed among three levels of teachers' seniority, four school sizes and three school location with regard to students' readiness. 6. No significant differences existed between the matched group and the non-matched group with regard to students' learning attitude, academic achievement, classroom climate and teachers' leadership effectiveness. On the basis of the study findings, recommendations were developed for increasing teachers' leadership effectiveness. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。