課後托育教師轉化與互易領導影響班級經營效能之研究：以班級氣氛為中介之衡量

The Effects of Transformational and Transactional Leadership of After-school Teachers on the Classroom Management Effectiveness: Classroom Climate as Mediator

10.29688/MHJ.201102.0018

曾榮祥(Jung-Hsiang Tseng)

課後托育 ； 教師領導 ； 班級氣氛 ； 班級經營效能 ； 結構方程模式 ； after-school programs ； teacher leadership ； classroom climate ； classroom management effectiveness ； structural equation model

明新學報

37卷1期（2011 / 02 / 01）

231 - 248

繁體中文

過去研究顯示教師領導與班級經營效能具有關聯性存在，且研究偏重於教師領導對班級經營效能之直接效果，較缺乏針對班級氣氛之中介效果進行檢驗，亦少有針對課後托育領域之相關研究。本研究採取調查研究法，針對就讀於北部地區私立課後托育機構之學齡學童，採分層隨機取樣方式有效回收問卷268份，進行結構方程模式分析(SEM)以驗證課後托育教師轉化與互易領導、班級氣氛與班級經營效能三者之關係。研究結果顯示：課後托育教師轉化與互易領導、班級氣氛等變項會直接影響班級經營效能；課後托育教師轉化與互易領導對班級氣氛亦具有顯著的正向影響效果；課後托育教師轉化與互易領導會透過班級氣氛的中介作用，對班級經營效能造成正向的顯著影響。最後，本研究依據研究結果，提出對改善與提昇課後托育教師領導、班級經營效能之實務作法與後續研究之相關建議。

According to the results of research in the past, there was correlation between teacher leadership and classroom management effectiveness. However, the conceptual and methodological tools had created discrepancies in research results. The use of directed-effects didn't resolve the most important theoretical issues concerning the means by how contextual forces influence the exercise of after-school teacher leadership on the classroom. Through stratified random sampling, the research was based mainly on survey method. The research data was collected from 268 children of the after-school child care centers in Taiwan. By using the Structural Equation Model (SEM), the research examined the relationship between after-school teacher transformational leadership, transactional leadership and classroom management effectiveness mediated by the classroom climate. It was found that classroom management effectiveness could be influenced significantly by the after-school teacher transformational leadership, transactional leadership, and classroom climate. The classroom climate could be influenced significantly by the after-school teacher transformational leadership and transactional leadership. Also, the classroom climate had the significant mediated effects on after-school teacher transformational leadership, transactional leadership and classroom management effectiveness. The implications of those findings provided a guideline for after-school teachers to improve their leadership and classroom management effectiveness in many perspectives.

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