淡江大學機構典藏:Item 987654321/93691
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/93691


    Title: 新北市國民小學學年主任服務領導行為與教師團隊學習之關係
    Other Titles: Relationship between grade-directors' behavior of servant leadership and teachers' team learning in elementary schools of New Taipei City
    Authors: 黃繼瑩;Huang, Chi-Ying
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清
    Keywords: 學年主任;服務領導;團隊學習;grade-director;servant leadership;team learning
    Date: 2013
    Issue Date: 2014-01-23 13:25:06 (UTC+8)
    Abstract: 本研究探討新北市國民小學學年主任之服務領導行為與教師的團隊學習，了解其現況，並比較教師背景變項不同的差異情形，進而分析服務領導行為與團隊學習的相關情形。經以新北市學年主任及教師為對象，採自編之「國民小學學年主任服務領導行為與教師團隊學習調查問卷」為工具，實施問卷調查。總計發出問卷660份，回收有效問卷592份，回收率達89.6％。問卷調查所得資料以SPSS 19.0版統計套裝軟體進行平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關及多元回歸分析等統計方法加以處理。
    依據問卷調查結果之分析，歸納本研究之主要結論如下：
    一、新北市國民小學學年主任之服務領導行為表現屬中上程度，其中以「傾聽同理」之領導行為表現最佳。
    二、新北市國民小學教師因教育程度不同，對學年主任服務領導行為之知覺有部分差異；而不同性別、年齡、服務年資及任教年級教師，對學年主任服務領導行為之知覺則未達顯著差異。
    三、新北市國民小學教師因學校規模不同對學年主任服務領導行為之知覺有部分差異；而學校校齡不同的教師，對學年主任服務領導行為之知覺則未達顯著差異。
    四、新北市國小教師的團隊學習運作屬中上程度，其中以「信任互助」之團隊學習表現最佳。
    五、新北市國民小學教師因教育程度、任教年級不同而對教師團隊學習的知覺程度有部分差異；至於性別、年齡、服務年資不同的教師則未達顯著差異。
    六、新北市國民小學教師的團隊學習表現不因學校規模、學校校齡不同而有顯著差異。
    七、新北市國民小學學年主任之服務領導行為與教師團隊學習間具有中高度正相關，其中以「激勵成長」與團隊學習之相關度最高。
    八、新北市國民小學學年主任之服務領導行為對教師團隊學習表現具有正向預測力，其中以「激勵成長」之預測力最佳，「理性說服」之預測力不顯著。
    根據上述研究結論，本研究提出若干建議，以供學校機構、學年主任、國小教師及未來研究之參考。
    The purposes of this study, in regard to Behavior of Grade-Directors'' Servant Leadership and Teachers’ Team Learning in Elementary Schools of New Taipei City, were to understand current status, to compare the differences by background variables, and to analyze the relationship in between。
    This study conducted a questionnaire survey for data collection, and a questionnaire entitled as “Questionnaire on the Behavior of Grade-Directors'' Servant Leadership and Teachers’ Team Learning in Elementary Schools of New Taipei City” was administered to 660 grade-directors of elementary Schools of New Taipei City. The questionnaire data were analyzed by applying computer software SPSS version 19.0, and statistics such as mean, standard deviation, t-test, one-way ANOVA, Pearson''s product-moment correlation, and regression analysis were used.
    The major findings of this study were as follows：
    1.The current behavior of Grade-Directors'' servant leadership in elementary schools of New Taipei City is above the average level, with the“listening and empathy” the highest one.
    2. There were some significant differences in Grade-Directors'' behaviors of servant leadership perceived by teachers of elementary school in new Taipei city by the level of education; while there was no significant difference by gender, age, seniority and teaching grades.
    3. There were some significant differences in Grade-Directors'' behaviors of servant leadership perceived by teachers of elementary school in New Taipei City by school size; while there was no significant difference by age of school.
    4.The current teachers’ team learning in elementary schools of New Taipei City was above the average level, with the“ trust and cooperate” the highest one.
    5. There were some significant differences in teacher’s team learning perceived by teachers of elementary school in new Taipei city by level of education and teaching grades; while there was no significant difference by gender, age and seniority.
    6. School background variables like school size and age show a positive correlation with teacher''s team learning in elementary schools of New Taipei City.
    7.The Grade-Directors'' behaviors of servant leadership and teachers’ team learning in elementary schools of New Taipei City had a highly positive correlation, with the encourage growth the highest one.
    8. In New Taipei City, the encourage growth, one of the Grade-Directors'' servant leadership behaviors, had the best predictive power to the elementary school teachers’ team learning.
    Based on findings of this study, some suggestions were proposed to schools administration and grade-directors of elementary schools and teachers, as well as the future study.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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