國民中學校長授能領導與兼任行政職務教師組織承諾關係之研究

Abstract

本研究旨在探討國民中學校長授能領導與兼任行政職務教師組織承諾的現況，並瞭解不同背景變項及學校環境變項的教師知覺校長授能領導與組織承諾的差異情形，探究校長授能領導與教師組織承諾的相關及分析各層面對教師組織承諾的預測情形。 本研究以問卷調查的方式，蒐集並分析資料。以新北市公立國民中學（含完全中學）557位兼任行政職務教師為研究對象；研究工具為「校長授能領導問卷」及「教師組織承諾問卷」。根據問卷填答結果，以平均數、獨立樣本t考驗、單因子變異數分析、薛費法多重比較、皮爾遜積差相關及逐步多元迴歸等方法進行資料處理。 依據資料分析結果，獲致研究結論如下： 一、校長授能領導與兼任行政職務教師組織承諾現況為中上程度。 二、不同性別、職務、學校區域、學校規模、學校歷史的兼任行政職務教師， 其知覺校長授能領導有顯著差異。 三、不同年齡、學歷、服務年資、職務、行政年資、學校規模的兼任行政職務 教師，其組織承諾有顯著的差異。 四、國民中學校長授能領導與兼任行政職務教師組織承諾呈現中度正相關。 五、國民中學校長授能領導對兼任行政職務教師組織承諾具有預測力。 根據研究結論，分別對教育行政主管機關、國民中學校長、兼任行政職務教師、後續研究四方面提出相關建議，以供教育決策、實務及未來研究發展之參考。The purpose of this study was to explore the current status of emopwering leadership of principals in junior high schools and the organizational commitment of administrative teachers. The differences of emopwering leadership of principals and organizational commitment as recognized by teachers under different personal background variables, and school's environment variables were analyzed the relationship between principal's emopwering leadership and administrative teacher's organizational commitment was investigated. The questionnaire survey was utilized for data collection and analysis. The subjects included 557 administrative teachers in certain public junior high schools in New Taipei City. The instruments were “The Questionnaire of Principal's Emopwering Leadership” and “The Questionnaire of Teacher's Organizational commitment”. The data obtained were statistically treated by means, standard deviations, t-test ,one-way ANOVA and Scheff 'e method for multiple comparisons, Pearson product-moment correlation, and stepwise multiple regression analysis. The main findings of this study were as follows: 1.The current statuses of the principal's emopwering leadership and administrative teacher's organizational commitment were at upper-medium level. 2.The principal's emopwering leadership perceived by administrative teachers varied because of different genders, job functions, school location, school scale , and school history. 3.The organizational commitment perceived by administrative teachers varied because of different age, degree, service years , job functions , administrative seniority, and school scale. 4.There were positive significant correlations between principal's emopwering leadership and administrative teacher's organizational commitment in junior high schools. 5.Administrative teacher's organizational commitment made significant contribution to the prediction of the principal's emopwering leadership in junior high schools. Finally, based on the conclusions of this study, some suggestions are offered to the education administrations, principals in junior high schools, administrative teachers, and future studies.