公立中等學校校長的情緒智力與領導行為類型之研究

Abstract

本研究之目的主要探討不同背景變項的中等學校校長其情緒智力之差 異情形、不同背景變項的中等學校校長其領導行為類型之差異情形，以及中等學校校長的情緒智力與領導行為類型之關係。 本研究採問卷調查法，以臺灣地區公立高中、職及國中（不含離島地區）的校長、教師為樣本，採分層比例隨機抽樣方式抽取高中20所、高職11所、國中84所，每校分別以校長1人、教師8人為施測對象，共計1,035人接受施測。實際回收658份，回收率約64﹪，剔除無效卷，共獲得有效量表612份，其中校長的「情緒智力量表」共68份，教師的「校長領導行為描述問卷」共544份。 本研究之研究工具有「情緒智力量表」及「校長領導行為描述問卷」，以因素分析、信度分析、次數分配、t檢定、單因子變異數分析、積差相關來統計分析資料。經分析結果，本研究有下列發現： 一、不同血型的中等學校校長，在情緒智力表現上有顯著差異，O型>B型>AB型>A型，即O型的中等學校校長之情緒智力高於其他血型，而A型的中等學校校長之情緒智力最低。 二、不同子女個數的中等學校校長，在情緒智力表現上有顯著差異。 三、擔任不同學校性質的中等學校校長，在情緒智力表現上有顯著差異。 四、性別不同的中等學校校長，在指導式領導行為表現上有顯著差異；即中等學校校長在指導式領導行為表現上男性多於女性。 五、不同血型的中等學校校長，在支持式領導行為表現上有顯著差異。 六、不同血型的中等學校校長，在參與式領導行為表現上有顯著差異。 七、不同子女個數的中等學校校長，在參與式領導行為表現上有顯著差異。 八、擔任校長年資不同的中等學校校長，在支持式領導行為表現上有顯著差異。

九、擔任不同學校性質的中等學校校長，在指導式領導行為表現上有顯著差異。 十、擔任不同學校性質的中等學校校長，在參與式領導行為表現上有顯著差異。 十一、中等學校校長的情緒智力與領導行為成正相關，情緒智力又與參與式領導行為相關最大，即校長情緒智力愈高則表現參與式領導行為愈多。 本研究根據研究的結論，提出建議以供各校校長、學校人員或相關人員參考；期能提昇校長的情緒智力，導引校長的領導行為，以提昇學校的效能。

The purpose of this research is targeted on the secondary school principals and leadership types about the change of variables in these three factors: EQ levels, leadership types and the relationship setweea EQ levels and leadership types of the secondary school principals. Surveys were conducted to collect data for this research. Principals and teachers from public vocational, high and middle schools (excluding surrounding islands), are the research population, In which 20 high school, 11 vocational school, and 84 middle schools were selected by a stratified random sampling From every school, a principal and eight teachers were selected as sampling. There were 658 resrondants of 1035 sampling return.and the respone rate was 64 percent Upon eliminating surveys with non applicable answers, 612 surveys were used for the research. The reserch date colllected by two questionairs one is “The Emotional Intelligence Measuremant”which responsed by 68 principals another is “The Oescription of principal’s Leadership”which responsed by 544 teachers Data were analyzed by factor analysis, relaiability analysis, Frequency distribution, t-test, Single-Factor ANOVA, and Pearson’s product-moment correlation The main results were descripted as following:

1. Secondary school principal with different blood types perform differently on their EQ performance. Type O > Type B > Type AB > Type A. Secondary school principals with blood type O have the highest rating in emotional intelligence than other blood types while blood type A receiving the lowest rating. 2. Secondary school principals with different number of children show variation in EQ performance. 2 children > 3 children or higher > no child > 1 child. Therefore, secondary school principals with 2 children have the highest rating in EQ than others. Secondary school principals with only 1 child rate the lowest in EQ. 3. Principals in different school settings rate differently in emotional intelligence 4. Principals with different gender show different performance rating in guidance leadership. More male principals show guidance leadership than female principals. 5. Secondary school principals with different blood types show performance differences in supportive leadership. 6. Secondary school principals with different blood type show performance differences in involved leadership 7. Secondary school principals with different number of children show performance differences in involved leadership.. 8. Secondary school principals with different years of experience show performance differences in supportive leadership. 9. Secondary school principals in different school settings show performance differences in guidance leadership. 10. Secondary school principals in different school settings show performance differences in involved leadership.. 11. Secondary school principals’ emotional intelligence directly correlate with leadership behaviors. emotional intelligence show the most correlation in involved leadership behavior. Principals with high emotional intelligence will more likely to show involved leadership behavior.

The result of this study can be used as a reference to secondary school principals, staff, and other related personals. The suggestions from this study will elevate principals’ emotional intelligence channel principal’s leadership behavior, and elevate school performance.