高雄市公立國民中學教師知覺校長共創式領導與教師自我效能感之關係研究

Abstract

校長共創式領導亦即校長在學校組織情境中，善用集體權力來促發教師加入領導行列的一種動態性互動歷程。而在此一歷程中校長充分運用其個人魅力、影響力與組織情境因素，與學校教師們共同構健與達成學校願景，既而，使群體成員皆能替學校永續發展而做出努力。本研究旨在探討高雄市公立國民中學教師知覺校長共創式領導與教師自我效能感間之關係。研究採問卷調查法，以高雄市公立國民中學教師知覺校長共創式領導與教師自我效能感調查問卷做為資料蒐集工具，而高雄市公立國中之正式教師為研究母群體，並使用分層隨機抽樣的方式抽取450位受試者，共得有效問卷389份。除此，根據受試教師問卷填答之結果，以描述性統計、獨立樣本t考驗、單因數變異數分析、Pearson積差相關與逐步多元迴歸分析等統計方法進行資料處理與分析。分析結果與討論後，獲致之主要研究結果臚列如下：一、高雄市公立國中教師知覺校長共創式領導之整體現況屬中高程度，其中以「積極傾聽」層面的感受度最高。 二、高雄市公立國中教師其教師自我效能感之整體現況屬中高程度，其中以「班級經營效能感」層面的感受度最高。 三、不同學校規模的高雄市公立國中教師在整體共創式領導上具顯著差異。 四、不同生理性別與擔任職務的高雄市公立國中教師在整體教師自我效能感上有顯著差異。 五、不同服務年資、學校規模的高雄市公立國中教師於共創式領導之分層面上有顯著差異。 六、不同生理性別、最高學歷、擔任職務的高雄市公立國中教師在教師自我效能感之分層面上具顯著差異。 七、高雄市公立國中教師知覺校長共創式領導整體及各分層面與教師自我效能感整體及各分層面均為顯著低度正相關。 八、高雄市公立國中教師背景變項、教師知覺校長共創式領導對教師自我效能感具有顯著低度預測作用。

最後，根據研究結果，分別對學校、教育行政機關以及未來研究者提出建議。Principals’ co-creating leadership is a dynamic interaction process, in which principals utilize collective power to promote the leadership role of teachers in an educational organization. The principal makes full use of personal charm, influence, and organizational contexts to jointly construct and achieve the school vision with teachers, enabling every member of the school to endeavor to fulfill sustainable school development. This study explored the relationship between principals’ co-creating leadership and teachers’ self-efficacy in public junior high schools in Kaohsiung through the use of the questionnaire on principals’ co-creating leadership and teachers’ self-efficacy in junior high schools in Kaohsiung. A total of 450 regular teachers in the junior high schools were selected as the primary research population through stratified random sampling, and 389 valid responses were received. These responses were analyzed through descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multivariate regression analysis. The primary research results are as follows:(1) The respondents perceived their principals to have an overall moderate-to-high level of co-creating leadership, with “active listening” being the highest perceived factor. (2) The respondents perceived themselves to have an overall moderate-to-high level of self-efficacy, with the highest score displayed on “class management efficacy”. (3) The respondents differed significantly in their overall co-creating leadership according to the size of their schools. (4) The respondents differed significantly in their overall self-efficacy according to their sexes and job positions.(5) The respondents of various differed significantly in various strata of co-creating leadership according to their seniority and the size of their schools.(6) The respondents differed significantly in various strata of their self-efficacy according to their sexes, highest education levels, and job positions.(7) Principals’ co-creating leadership and teachers’ self-efficacy exhibited a low, but significant positive correlation, both overall and in various strata.(8) The respondents’ background variables and the perceived co-creating leadership predicted their self-efficacy at a low but significant level.Suggestions for schools, educational administration institutions, and future researchers are provided according to the results of this study.