查詢結果分析
來源資料
頁籤選單縮合
題 名 | 情境領導理論適用性之研究--以高屏地區國民小學為例=The Study of Adaptability in Situational Leadership Theory |
---|---|
作 者 | 邱怡和; | 書刊名 | 國教學報 |
卷 期 | 11 1999.11[民88.11] |
頁 次 | 頁50-99 |
分類號 | 523.3 |
關鍵詞 | 情境領導理論; 高屏地區; 國民小學; Principal's leadership style; Teacher's teaching readiness school efficant; Situational leadership theory; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的旨在探討賀賽與布蘭恰德(Hersey & Blanchard)所提「情境領導理論」 (Situational Leadership Theory)在我國國民小學的適用性,並分析目前國民小學校長領導型式 與教師教學準備度的一般情形。 本研究之研究方法,兼採文獻分析法與問卷調查法。文獻部份以分析領導理論之發展、 情境領導理論與學校效能之理論與相關研究為主。 問卷調查部份以高屏地區公立國民小學為母群體,實際有效樣本為961位教師。使用的 工具包括「校長領導行為描述問卷」、「教師教學準備度問卷」、「學校效能問卷」三種,根據 受試教師的填答結果,以卡方考驗、積差相關、t考驗、單因子變異數分析、多元逐步迴歸 等統計方法,進行資料處理分析。 本研究主要結果分述如下: 一、校長的年齡、現職年資、學歷及學校所處地區、規模、類型等因素,會導致校長領 導型式出現顯著差異;而校長性別、年資則不會造成領導型式之差異。 二、教師的服務年資、學歷及學校所處地區、規模等因素,會使教師教學準備度出現顯 著差異;而教師性別、擔任職務與學校類型,則不會造成教師教學準備度之顯著差 異。 三、學校效能會因為校長領導型式與教師教學準備度的不同而有顯著差異。其中以校長 採用「推銷式領導」與教師為「高教學準備度」,學校效能最佳。 四、校長領導型式與教師教學準備度的配合情形,不會因為學校所處地區、規模、類型 等因素的不同而有差別,其中配合組約佔全體受式者的18%。 五、校長領導型式與教師教學準備度相配合,則在學校效能之「教師工作滿意度」、「教 師服務士氣」、「學校教師效能」等個人層面的指標,有較好的表現,但在其他偏向 於組織層面的效標則無顯著差異。 六、本研究部份支持情境領導理論。 |
英文摘要 | The purpose of this study were to explore the application of the Situational Leadership Theory in the elementary school, and analysis the principal's leadership Style and the teacher's teaching readiness in the elementary school. A questionaire developed in this study was used the survey on 961 teachers and randomly selected from 84 elementary schools in Koashuing and Pingtung area. T-test ,ANOVA,MANOVA and multiple stepwise regression methods were used to analyze data. From the statitical analysis of this results, the following conclusions were drawn: 1. There were significant differences of the principal's leadership style due to the principal's ages, the years at the present position, the record of the formal schooling and the area, scale, type of the school. 2. There were significant differences of the teacher's teaching readiness due to the Years of teaching, the record of formal schools and the area, sacle of the school. 3. There were siginificant differences of the school's efficant due to the principal's leadership style and the teacher's teaching readiness. 4. The matching between the principal's leadership style and the teacher's teaching readiness have not differences due to the school organization factors. 5. The teacher's job satisfaction, the teacher's teaching spirit, the teacher efficant were better when the principal's leadership style and the teacher's teaching readiness were matching. But there were significant differences in the organization value when the principal's leadership style and the teacher's teaching readiness were matching. 6. The results of this study were support the Situational Leadership Theory at partage. Applications for the results of the study and suggestions for policy and future study were also provided. |
本系統中英文摘要資訊取自各篇刊載內容。