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    Title: 校長變革領導與教師賦權增能關係之研究
    Other Titles: A study of the relationship between principals 'change leadership and teacher empowerment
    Authors: 陳勝南;Chang, Sheng-Nan
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    張鈿富;Chang, Dian-Fu
    Keywords: 國民小學校長;校長變革領導;教師賦權增能;elementary school Principal;principals' change leadership;teacher empowerment
    Date: 2016
    Issue Date: 2017-08-24 23:58:14 (UTC+8)
    Abstract: 本研究旨在探討新北市國民小學校長變革領導與教師賦權增能之現況與關係,分析不同背景變項之國小教師在校長變革領導與教師賦權增能知覺之差異情形,以及分析校長變革領導對教師賦權增能之解釋力。本研究採用問卷調查法,以新北市公立國民小學教師為研究對象,正式問卷共發出41所學校490份,回收464份其中有效問卷453份,有效回收率92.4%。進一步再以百分比次數分配、平均數、標準差等描述統計、t考驗、單因子變異數分析、Pearson積差相關分析及多元回歸分析等統計方法進行分析,並獲致以下研究結果:
    1. 新北市國小教師對校長變革領導與教師賦權增能之現況知覺良好屬中上程度。
    2. 不同性別、最高學歷、在校年資與職務之國小教師在校長變革領導知覺上有顯著差異。
    3. 不同職務、與現任校長共事時間、學校規模與學校所在區域之國小教師在教師賦權增能知覺上有顯著差異。
    4. 校長變革領導整體與教師賦權增能整體之間呈現中度正相關。
    5. 校長變革領導對教師賦權增能具有正向解釋力,尤以「深植變革文化」層面的解釋力最高。
    最後,根據研究結果提出建議,以供教育行政機關、國民小學校長、教師與後續研究者提出具體建議。
    This study aims to explore the following three main themes. First, the current situation about principals’ change leadership and teacher empowerment in elementary schools of New Taipei City. Second, comparing both change leadership and teacher empowerment perceived by teachers and verified by different personal and situational variables. Third, determine the relationship between the change leadership and teacher empowerment. A self-designed questionnaire was conducted by mail to collect teacher’s perception data. Four hundred and ninety participants worked in 41 schools were invited to fill the questionnaires by voluntary. Finally, there are 453 valid questionnaires, it represents 92.4 % return rate. In this study, the statistical methods were used to transform the data, including frequency distribution, mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. The major findings are listed as follows:
    1. The current situation of principals’ change leadership and teacher empowerment of elementary schools in New Taipei City are above the average level as the survey.
    2. There are significant differences among the teachers’ perceptions of principals’ change leadership according to gender, educational levels, seniority, and job positions.
    3. There are significant differences among teachers’ perceptions of empowerment according to various position, duration of working with their principals, school size, and school location.
    4. There is a positive moderate correlation between principals’ change leadership and teacher empowerment.
    5. Principals’ change leadership can be used to explain teacher empowerment positively in the regression model. The dimension of changing culture has been found with higher percent of variances in the regression model.
    Based on the findings, this study provides some suggestions for local educational authorities, school principals, teachers, and researchers respectively.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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