| 摘要: | 本研究以問卷調查法為主，文獻探討為輔，探討新北市國民小學教師領導型態與班級經營策略實施之情形。本研究主要目的有：
一、瞭解新北市國民小學教師領導型態與班級經營策略實施的現況。
二、探討不同背景之新北市國民小學教師領導型態之差異情形。
三、探討不同背景之新北市國民小學教師班級經營策略之差異情形。
四、探討新北市國民小學教師領導型態與班級經營策略之關係。
五、根據研究發現，提出可供未來相關教育政策改革之參考建議。
本研究之問卷調查，採分層立意選樣方式，抽選15所新北市立國民小學之教師為樣本，共發出411份問卷，回收有效問卷347份，有效回收率為84.43%。
本研究主要結論如下：
一、新北市國民小學教師對教師的領導型態以「樹德領導」構面符合程度最高。
二、新北市國民小學教師的班級經營策略以「班級常規經營策略」構面符合程度最高。
三、就整體構面而言，教師領導型態會依年齡與任教學校所在行政區不同而有差異。
四、就整體構面而言，教師領導型態並不因性別、最高學歷、在國小累計任教年資、目前任教年段及任教學校規模等而有差異。
五、就整體構面而言，教師班級經營策略並不因性別、年齡、最高學歷、在國小累計任教年資、任教年段、任教學校規模及學校所在行政區等變項上而有差異。
六、在個別構面，不同背景變項間有些變項具有差異。
七、教師領導型態與班級經營策略間呈現正相關。
This study, via adopting the methods of questionnaire survey and literature review, aims to explore the relationship between teachers’ leadership styles and classroom management strategies in elementary schools in New Taipei City.
The main purposes of this study are:
1. To understand the teachers’ leadership style and classroom management strategies in elementary schools in New Taipei City.
2. To explore the differences in the leadership styles of teachers with different backgrounds.
3. To analyze the differences in the strategies of classroom management of teachers with different backgrounds.
4. To explore the correlation between teachers’ leadership styles and classroom management strategies.
5. To propose suggestions useful for the future reform of polices related.
As to the survey, 411 questionnaires were sent, via stratified purposive sampling, to 15 elementary school in New Taipei City. 411 teachers were chosen as the samples of survey, and 347 valid questionnaires were received and analyzed, with an valid response rate of 84.43%.
The main conclusions of this study can be summarized as follows:
1.The style of “moral leadership” was the most popular leadership style of teachers in elementary schools in New Taipei City.
2.The “regular management strategy” was the most common classroom management strategy of teachers in elementary schools in New Taipei City.
3. On the whole, teachers’ leadership styles differed significantly from their age and the school location.
4. On the whole, no significant differences in teachers’ leadership styles were found among teachers in terms of their gender, educational qualifications, accumulated years of teaching, grades of students they are teaching, and school size.
5. On the whole, teachers’ classroom management strategies did not differ significantly in terms of their gender, age, educational qualifications, accumulated years of teaching, grades of students they are teaching, school size and school location.
6. Differences in the teachers’ leadership style and classroom management strategies existed in some individual dimensions.
7. There were positive correlation between teachers’ leadership style and classroom management strategies. |
