English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6498/11670
Visitors : 25696153      Online Users : 100
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search
LoginUploadHelpAboutAdminister

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6652

Title: 台中縣國民中學兼職行政教師領導風格、教學效能與教學困擾之相關研究
Authors: 施志雄
Contributors: 林國楨
施志雄
Keywords: 互易領導風格;轉型領導風格;教學效能;教學困擾
transactional leadership;transformational leadership;teaching efficiency;teaching difficulty
Date: 2007
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究之主要目的在於了解台中縣公立國民中學兼職行政教師其領導風格、教學效能以及教學困擾程度之現況;比較不同背景變項之兼職行政教師其領導風格、教學效能及教學困擾程度之差異;探求領導風格與教學效能、領導風格與教學困擾以及教學效能與教學困擾之間的相關情形。
本研究採問卷調查法,以台中縣公立國民中學兼職行政教師為研究對象,施以改編之「國民中學兼職行政教師領導風格、教學效能與教學困擾問卷」之問卷調查,並以敘述性統計、t檢定、單因子變異數、皮爾遜積差相關等統計方式進行資料分析。
本研究之主要發現如下:
一、受試之兼職行政教師運用互易領導風格傾向比轉型領導風格略為明顯一些。
二、受試之兼職行政教師在「和諧師生關係」層面表現出最佳之教學效能。
三、受試之兼職行政教師在「教學評量」層面感受到之教學困擾程度最高。
四、不同性別、職務、服務處室之兼職行政教師其領導風格明顯不同。
五、不同性別、職務、服務處室之兼職行政教師其教學效能明顯不同。
六、不同性別、服務年資、學校規模之兼職行政教師其感受到之教學困擾程度不同。
七、互易領導風格和教學困擾變項呈顯著負相關,而轉型領風格和教學困擾變項則無顯著相關。

八、互易領導風格與轉型領導風格兩個層面皆與教學效能變項呈顯著正相關。
九、兼職行政教師其教學效能與教學困擾程度呈顯著負相關。

  本研究最後根據研究結果,提出各項建議,以供教育行政單位及未來研究之參考。
In this research, we have three main purposes. The first purpose is to understand the present situation of teachers who hold a part-time administrative job in junior high school in Taichung County in terms of their leadership style, teaching efficiency, and the degree of teaching difficulty. The second purpose is to find out how different variants (e.g. gender, service years) influence teacher’s leadership style, teaching efficiency and the degree of teaching difficulty. The third purpose is to find out the relevance between leadership style and teaching efficiency, leadership style and teaching difficulty, and teaching difficulty and teaching efficiency.

In this research, we adopt the questionnaire method, and the subjects are teachers who hold a part-time administrative job in junior high school in Taichung County. The questionnaire is the revised “the questionnaire of the teaching leadership style, teaching efficiency, and teaching difficulty of teachers in public junior high school in Taichung County” To analyze the date, we use several statistic methods such as descriptive statistics, Independent-Samples t Test, one-way analysis of variance, and Pearson’s product-moment correlation.
The results of this research are as follows:
1. Teachers holding part-time administrative jobs display more transactional leadership style than transformational leadership style.
2. Teachers holding part-time administrative jobs show the best teaching efficiency in terms of ‘the harmonious teacher-student relationship.”
3. Teachers holding part-time administrative jobs show the highest degree of teaching difficulty in terms of “the teaching assessment.”
4. With regard to gender, position, and department, teachers who hold part-time administrative jobs obviously display different leadership styles.
5. With regard to gender, position, and department, teachers who hold part-time administrative jobs obviously display different teaching efficiency.
6. With regard to gender, service year, and school scale, teachers who hold part-time administrative jobs obviously show different degrees of teaching difficulty.

7. Transactional leadership style is in negative correlation with the teaching difficulty variant; whereas transformational leadership style is in less correlation with the teaching difficulty.
8. Both transactional leadership style and transformational leadership style are in positive correlation with teaching efficiency.
9. The teaching efficiency of teachers who hold part-time administrative jobs is in negative correlation with the degree of teaching efficiency.

Based on above research results, we offer several suggestions for education administration. These results can also pave the way for further study.
Appears in Collections:[教育研究所] 博碩士論文

Files in This Item:

File SizeFormat
index.html0KbHTML421View/Open


All items in NCUEIR are protected by copyright, with all rights reserved.

 


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback