特教學校教師知覺校長領導風格與教師工作士氣之研究

Abstract

本研究旨在瞭解特教教師對校長領導風格之知覺與其教師工作士氣之關係，並據以提出結論與建議。 本研究採問卷調查法進行研究，以「特教學校校長領導風格與教師工作士氣問卷」為研究工具，對台灣地區公立特殊教育學校教師採隨機抽樣方式進行調查，有效問卷501份，有效問卷率達95.4%。所得資料以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關分析及多元迴歸分析等統計方法進行分析，並獲得以下結論： (一)特教學校教師知覺校長領導風格類型之現況以人和型、民主開放型及人性關懷型之比例最高。 (二)不同性別、服務年資、特教專業背景及學校規模的特教教師，在知覺校長領導風格類型上有顯著差異。 (三)目前特教教師的工作士氣整體層面與各分層面的平均數皆屬中上程度，其中「工作投入」層面最高，「組織認同」層面最低。 (四)不同職別與特教專業背景的特教教師之工作士氣有顯著差異。 (五)校長領導風格類型與教師工作士氣有顯著相關存在，偏「正向」的領導行為與教師工作士氣整體及各向度間呈正相關。 (六)校長領導風格類型以「民主開放型」對整體教師工作士氣與各層面最有預測力。 最後依據研究發現與結論，對教育主管機關、特教學校校長、特教學校教師及後續研究者提出建議。The purpose of this study was to understand the special education teachers’ perception of principals’ leadership style of the relationship between teachers’ morale, and provide conclusions and suggestions accordingly. Questionnaire investigation was adopted. “Questionnaire of Special education school principals' leadership style and teacher morale” was the study tool, and random sampling was used to teachers of public special education school in Taiwan. There were 501 copies of valid questionnaire and the questionnaire efficiency was 95.4%. With approaches as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis and get the following conclusions:

1. Most principals’ main leadership styles are Harmonious Co-operation Type, Democratic Type and Humanitarian Type. 2. There are significant differences in the perceptions of principals’ leadership style of special education school teacher who had different gender, years of service, professional background or school size. 3. Special education school teachers’ morale are perceived as “medium-above high” level. The highest dimension of teacher’s morale is “ job involvement” and the lowest level is “organizational identification ” . 4. There were significant differences at the job position and professional background in special education special education teachers' for the job morale. 5. Principal’s leadership styles and teacher morale there is a significant correlation, the leadership styles that are more “positive” with each dimension of the teachers’ morale. 6. For the school with a principal of ‘democratic type”, we can predict the teachers’ morale commitment at whole and all level.

Finally, the study proposes some concrete suggestions based on the conclusions of the research in the hope of providing reference for educational administration, special education school principals, special education school teachers and future researchers.