新北市國民小學校長正向領導與學習型學校關係之研究

機構典藏 > College of Education > Master's Program, Graduate Institute of Educational Policy and Leadership > Thesis > Item 987654321/101839

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Title:	新北市國民小學校長正向領導與學習型學校關係之研究
Other Titles:	The study of the relationship between principal's positive leadership and learning school of elementary schools in New Taipei City
Authors:	王玉貞;Wang, Yu-Chen
Contributors:	淡江大學教育政策與領導研究所碩士在職專班洪啟昌
Keywords:	校長正向領導;學習型學校;principal's positive leadership;learning school
Date:	2014
Issue Date:	2015-05-04 09:19:29 (UTC+8)
Abstract:	本研究旨在瞭解新北市公立國民小學校長正向領導與學習型學校的現況，以及兩者之間的關係。本研究係以教育部公布2013年新北市公立國民小學之教師(含教師兼主任、教師兼組長、導師及科任教師)為施測對象，以自編之「新北市國民小學校長正向領導與學習型學校建構關係之研究調查問卷」為研究工具，共計發出問卷527份，有效樣本數476份，有效問卷比率為90％。針對有效問卷採用描述性統計、t檢定、單因子變異數分析、皮爾森積差相關、迴歸分析等統計分析方法，進行綜合分析討論後，歸納本研究之結論如下：一、新北市國民小學校長正向領導之現況整體表現屬於「中上滿意」程度。二、新北市國民小學學習型學校之現況整體表現屬於「中上滿意」程度。三、背景變項中，不同年齡、職務、服務年資、學校規模、學校歷史之教師知覺在校長正向領導上有顯著差異。四、背景變項中，不同職務、學校地區、學校歷史之教師知覺學習型學校之「組建系統思考」此層面有顯著差異。五、新北市國民小學校長正向領導與學校型學校兩者間具有高度正相關。六、新北市國民小學校長正向領導能有效預測學校型學校。本研究根據以上結論，提出幾點建議提供教育行政機關、國民小學校長、國民小學教師與後續研究作參考。 This research aimed to realize the current status and the relationship between principal’s positive leadership and learning schools of elementary schools in New Taipei City. A self-designed questionnaire was used and distributed to the teachers including directors, chiefs, homeroom teachers and subject teachers of elementary schools in New Taipei City. To carry out sampling and testing the questionnaire, 526 copies were sent with 476 valid returns at valid response rate of 90%. Statistical methods including descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation analysis, and regression analysis were adopted to analyze the data collected from the questionnaire survey. The major findings were as followed: 1. The current status of principal’s positive leadership was above average. 2. The current status of the learning schools was above average. 3. There were significant differences among teacher’s age, position, years-of-service, school size and school history for principal’s positive leadership. 4. There were significant differences among teacher’s position, school district and school history against system thinking for school organizational culture. 5. Principal’s positive leadership and learning schools were significantly positive correlated. 6. Principal’s positive leadership can effectively predict learning schools. Based on the results, suggestions were made and hoped to be of use for school authorities, principals, teachers and further research as reference.
Appears in Collections:	[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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