國民中學校長文化領導、教師心理契約、教師社群互動與學校效能關係之研究

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doi:10.6423/HHHC.201905_(121).0003

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P53 - 89

社会科学 > 教育学

DOI： 10.6423/HHHC

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国民中学校长文化领导、教师心理契约、教师社群互动与学校效能关系之研究

The Study of Relationship among Principals' Cultural Leadership, Teachers' Psychological Contract, Teachers' Community Interaction and School Effectiveness in Junior High School in Taiwan

陈怡洁(I-Chieh Chen)

学校行政； 121 期 (2019 / 05 / 16) ， P53 - 89

繁体中文 DOI： 10.6423/HHHC.201905_(121).0003

校长文化领导；教师心理契约；教师社群互动；学校效能； principals' cultural leadership ； school effectiveness ； teachers' community interaction ； teachers' psychological contract

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摘要 │ 参考文献 (86) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

The aim of the study is to explore the relationship among four variables, including principals' cultural leadership, teachers' psychological contract, teachers' community interaction and school effectiveness in junior high school in Taiwan. Not only to understand the real situation among principals' cultural leadership, teachers' psychological contract, teachers' community interaction and school effectiveness, but also to find the correlations with the variables and prediction toward school effectiveness. The survey is carried out with a self-made questionnaire ＂Sense of principals' cultural leadership, teachers' psychological contract, teachers' community interaction and school effectiveness for junior high school teachers in Taiwan.＂ The questionnaire consists of 4 parts, including ＂principals' cultural leadership for teachers＂, ＂teachers' psychological contract for teachers＂, ＂teachers' community interaction for teachers＂, ＂school effectiveness for teachers.＂ The samples were selected by stratified random selection by geo-location and the scale of schools. There are 598 valid samples collected. The response rate is 92%. The data is analyzed using Description Statistics, Pearson Correlation Analysis and Multiple Regression Analysis. The conclusions for the study can be summarized as below. 1. For the principals' cultural leadership measures of the sample, the rating for cultural shaping is higher than meaning of cultural innovation, and cultural maintenance. 2. For the teachers' psychological contract measures of the sample, the rating for profession maintenance is the highest and evolution participation is the lowest. 3. For the teachers' community interaction measures of the sample, the rating for sharing vision is the highest and action research is the lowest. 4. For the school effectiveness measures of the sample, the rating for teacher profession and social resources are both the highest and administration effectiveness is the lowest. 5. There exists a positive correlation between principals' cultural leadership, teachers' psychological contract, teachers' community interaction and school effectiveness. 6. There exist predictors for administration effectiveness, teaching profession, student performance and social resources. The factor that influence the overall school effectiveness most is evolution participation. Last, the suggestions can be provided as below. 1. Strengthen the principal's development and learning mechanism, and promote the school's overall effectiveness by enhancing the principal's cultural leadership and understanding the teacher's psychological contract. 2. The principal should be committed to shaping the school culture so that all teachers have a common cultural vision and blueprint and work together to improve school performance. 3. The principal should encourage teachers to participate in the professional community so that teachers can enhance the effectiveness of teachers' teaching and promote overall school effectiveness through professional dialogue and sharing of exchanges. 4. Teachers should actively participate in the school's measures for the development of the school. With the cultural shaping and cultural maintenance of the principal, concentrating the teachers' emotions and concentrating on the development of the school will contribute to the improvement of the overall school performance. 5. Future research can be revised for existing research constraints, such as insufficient national sample size, lack of background variables, and high homogeneity of predictions and related research orientations. And the structural relationship between the four can be further explored in future research.

参考文献 ( 86 ) 〈TOP〉

Peterson, K. D.(2005).School culture, school effectiveness and school leadership.Chung Cheng Educational Studies,4(s),63-103.
连结：
吴清山(2004).学校行政.台北市:心理.
连结：
施锦村(2010)。学校员工类别对组织公平、违反心理契约与员工负向行为关联的干扰效果：以北部技职院校为例。教育科学期刊，9(2)，77-100。
连结：
张奕华,张敏章(2010)。台北县国民小学校长科技领导对学校效能影响之研究。学校行政，66，30-50。
连结：
张奕华,蔡瑞伦(2009)。国民中学校长科技领导与学校效能关系之研究。学校行政，65，33-53。
连结：

被引用文献 ( 2 ) 〈TOP〉

谢为任,谢文英(2021)。国中小校长多元架构领导对学校效能影响之研究－以教师组织承诺为中介变项。学校行政，135，74-94。
(2020)。国民小学校长文化领导实践策略之探究。教育研究月刊，318，104-122。

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