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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6579

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6579

Title:	高中職校長遴選方式、領導策略與學校績效之關係研究
Other Titles:	A study of the Relevance Among High school Principal selection , Leadership Strategies and School Performance
Authors:	林坤燦
Contributors:	郭秋勳林坤燦
Keywords:	校長遴選;領導策略;學校績效
Date:	2005
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	本研究之主要目的在於探討高中職校長與主任所感受到的校長遴選方式、領導策略、學校教育績效之現況；探討校長與主任所感受到的校長遴選方式、領導策略、學校績效是否會因背景變項(性別、年齡、目前職務、擔任校長或主任年資、是否曾參加高中職校長遴選、學校所在地、學校規模、學校類別、學校歷史、高一入學基測成績之不同而有所差異、其次在瞭解校長與主任所感受的校長遴選方式、領導策略與學校教育績效的關係，最後探討校長與主任所感受的校長遴選方式、領導策略是否能顯著預測學校教育績效。本研究除了以台灣地區高中職校長、教務主任為母群體，以分層抽樣方法，抽取101位高中職校長、主任為樣本，回收率72%，並施以「高中職校長遴選問卷」、「校長領導策略問卷」、「學校教育績效問卷」進行問卷調查，並以SPSS 12.0 for Windows統計軟體進行描述統計、t考驗、單因子變異數分析、典型相關分析、逐步多元迴歸分析等統計方法進行分析外；另也訪談四位四位高中職卓越領導校長，以瞭解其對校長遴選方式、領導策略與學校教育績效的看法，並綜合歸納其意見。本研究之重要發現如下：一、校長遴選方式、領導策略、學校績效各題均在平均數3分以上，亦即高中職校長、主任均同意校長遴選方式、領導策略、學校教育績效各題之陳述。二、不同性別、目前職務、是否曾參加高中職校長遴選在校長遴選態度上均未達顯著。三、校長的領導策略較主任的領導策略分數要高；而曾參加過校長遴選的校長、主任在領導策略得分較未曾參加過校長遴選的校長、主任得分要高。然而校長領導策略並未因性別的不同而有顯著之差異。四、校長所感受到的學校績效較主任的學校績效分數要高；而曾參加過校長遴選的校長、主任在學校績效得分較未曾參加過校長遴選的校長、主任得分要高。然而學校績效並未因性別的不同而有顯著之差異。五、擔任校長或主任年資在8年以上者之校長遴選態度均較擔任校長或主任年資3年以下、4-7年間之校長遴選態度得分高。然而本研究發現校長的遴選態度並不因年齡、學校所在地、學校規模、學校類別、學校歷史、高一入學基測成績等的不同而有所差異。六、校長領導策略並不因年齡、擔任校長或主任年資、學校所在地、學校規模、學校類別、學校歷史、高一入學基測成績等的不同而有所差異。七、不同的高一入學基測成績在學校績效上有顯著差異存在。其次本研究發現學校績效並不因年齡、擔任校長或主任年資、學校所在地、學校規模、學校類別、學校歷史等的不同而有所差異。八、校長領導策略與學校績效間有顯著的典型相關存在。轉型領導、魅力領導、教學領導、互易領導、專業成長領導等變項與學生輔導、學業表現、校內環境、學校特色、社區關係、成長氣氛等變項有較高的相關；且專業成長領導變項與社區關係、成長氣氛等變項有較高的相關。九、校長領導策略變項對學校績效具有顯著的預測效果。十、從四位訪談校長資料歸納得知，卓越校長能靈活綜合應用轉型領導、教學領導、課程領導、人文領導、道德領導等領導力經營學校，並都能充分發揮包容力及面對問題、解決問題的堅定意志力。本研究根據研究結果，對學校、行政等各方面，提供相關建議，並對後續研究者提出可能的研究方向。 The main focus of this research is to investigate the current selection process ofprincipals, leadership strategy, and educational performance of senior high schools (both academic and vocational streams). It also investigates whether the current selection process of principals, leadership strategy, and educational performance are influenced by factors such as gender, age, current position, years as school directors, previous candidacy for principal positions, location of the school, size of the school, type of school, history of the school, and the entrance cut-off score of the Basic Competence Test for gradating junior high students as observed by principals and other school directors. Next, the correlation of the principal selection method and leadership strategy with the educational performance of the school as observed by principals and other school directors is studied. Last, we investigate the opinions by principals and other school directors on whether the principal selection methods and leadership strategies can be used to accurately predict the educational performance of the school. The population for this research consists of senior high school principals and other school directors, applying stratified sampling in selecting 101 senior high school principals and other school directors for the “senior high school principal selection survey”, “principal leadership strategy survey”, and the “school educational performance survey”. The return rate for these surveys is 72%. SPSS 12.0 for Windows is used for descriptive statistics, t-tests, one factor analysis of variance, canonical correlation analysis, and stepwise multiple regression analysis. Besides, four high school principals of the year were interviewed in this study and their views on principal selection, leadership strategies, school performance were integrated and analyzed. The results of this research are as follows: 1. Survey questions regarding the principal selection method, leadership strategy, and school educational performance, reported above (or over) the average scores of 3. That is, principals and other school directors are in agreement with the principal selection method, leadership strategy, and school educational performance as described in each question. 2. Factors, such as gender, current position, and previous candidacy for principal positions have negligible effect on the selection of principals. 3. Principals have higher leadership strategy scores than other school directors. Principals and other school directors who had previous principal candidacy scored higher on the leadership strategy than ones who did not have previous principal candidacy. However, the principal’s leadership strategy does not differ based on the principal’s gender. 4. Principals observed higher scores for a school’s educational performance compared to ones who did not have previous principal candidacy. Yet, a school’s educational performance does not differ based on the principal’s gender. 5. Candidates who were principals or school directors for over 8 years scored higher on attitude, compared to ones below 3 years or between 4 and 7 years. Yet, this research found that the principal’s score on attitude does not differ based on age, location of the school, size of the school, type of school, history of the school, and the entrance cut-off score of the Basic Competence Test for gradating junior high students. 6. The principal’s leadership strategy does not differ based on the principal’s age, years as a principal or school director, location of the school, size of the school, type of school, history of the school, and the entrance cut-off score of the Basic Competence Test for gradating junior high students. 7. Schools with different the entrance cut-off scores of the Basic Competence Test for gradating junior high students have obvious differences in a school’s educational result. As well, in this research, we found that a school’s educational performance does not differ based on the age of the principal, years as principal or school director, location of the school, size of the school, type of school, and history of the school. 8. There is strong correlation between a principal’s leadership strategy and a school’s educational performance. Transformational leadership, charismatic leadership, instructional leadership, transactional leadership, and professional growth leadership are more related to a student’s guidance, a student’s academic performance, school environment, school’s characteristics, community relationship, and an atmosphere for growing up. 9. A principal’s leadership strategy can be effectively used for foreseeing educational performance. 10. Based on four interviews with principals. A successful principal needs to be able to flexibly apply transformational leadership, instructional leadership, curriculum leadership, social leadership, and moral leadership in managing a school, and to be accepting as well as willing to face problems and be determined to solve them. Based on the results of this research, we provided suggestions for schools and their administrators above, along with potential areas of research.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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