北區大專校院學務主管領導風格對學務人員專業能力培育影響性

Abstract

本研究旨在探討學務人員知覺學務主管領導風格，對學務人員專業能力的培育影響性。其中學務人員專業能力是以「諮詢與助人技巧」、「個人素養」、「多元文化能力」、「專業倫理」以及「資訊蒐集與分析」作為探討依據；領導風格則以轉換型領導風格及互易型領導風格進行探討；並以個人背景變項、學校背景變項及參與學生事務專業知能研習經驗作為影響因素進行探究。本研究以北區大專校院學務人員為調查對象，有效樣本共計353人，研究結果發現：一、我國北區學務主管運用轉換型領導風格及互易型領導風格兩者並重；學務人員知覺專業能力符合程度感到符合(Ｍ=4.03)以上，可看出北區學務人員對於自身專業能力有著明確的期待。二、背景變項對轉換型領導及互易型領導的差異分析顯示，轉換型領導風格方面，學務人員在不同於學務處服務年資、服務組別、服務學生人數，共3個因素上有顯著差異；互易型領導風格方面，學務人員在不同於學務處服務年資、學校區域、與現行主管共事時間，共3個因素上有顯著差異。三、背景變項知覺專業能力符合程度的差異分析顯示，學務人員在生理性別、學校區域、最高學歷、學務工作專業知能研習經驗，共4個因素上有顯著差異。四、學務主管轉換型領導風格及互易型領導風格，與學務人員專業能力符合程度具有關聯性，且對於學務人員專業能力五個分項均具有解釋力。最後，本研究將根據結論，提出對教育相關單位和人員，以及對後續研究建議，以供參考。This study explored the perceived leadership styles of academic supervisors according to academic staff and their impact on cultivating professional competency. The professional competency of academic staff is based on “consulting and helping skills,” “personal qualities,” “multicultural competence,” “professional ethics,” and “information gathering and analysis.” Leadership styles were examined through transformational and transactional leadership. Personal background variables, school background variables, and participation in student affairs professional competence training experiences were influencing factors. This study surveyed academic staff in colleges and universities in Taiwan’s northern region, with 353 valid samples. The research findings indicate the following:1.Academic supervisors in the northern region of Taiwan attach importance to transformational and transactional leadership. The perceived professional competency conformity of academic staff is above satisfactory (M=4.03), indicating their clear expectations for professional competency.2.The analysis of differences in background variables on transformational and transactional leadership shows the following: Regarding transformational leadership, academic staff exhibit significant differences regarding years of service in academic affairs, service group, and number of students served. Regarding transactional leadership, academic staff exhibit significant differences regarding years of service in academic affairs, school region, and work duration with their current supervisor.3.The analysis of differences in perceived professional competency based on background variables shows that academic staff exhibits significant differences in biological sex, school region, the highest level of education, and professional competency training experience in student affairs.4.The transformational leadership and transactional leadership of academic supervisors correlate with academic staff's professional competency conformity. Both had explanatory power for all five academic staff’s professional competency sub-items. Finally, based on the conclusions of this study, we provide suggestions for educational institutions, personnel, and future research for reference.