| 摘要: | 本研究旨在探討國中導師領導風格、班級氣氛與學生領導技能之關係。主要的研究目的有四項：一、瞭解國中導師領導風格、班級氣氛與學生領導技能之現況。二、分析不同背景變項對國中導師領導風格、班級氣氛與學生領導技能的差異情形。三、探討國中導師領導風格、班級氣氛與學生領導技能之關係。四、探討國中導師領導風格、班級氣氛與學生領導技能之典型相關。
本研究利用問卷調查法，採取研究者自編「國中導師領導風格、班級氣氛與學生領導技能問卷」為工具，以全國（分北部、中部、南部、東部）隨機挑選之國中導師160人及學生1107人為研究對象。所蒐集資料以描述統計、ｔ考驗、單因子變異數分析、薛費法事後比較、皮爾遜積差相關、及典型相關分析等方法進行統計分析。
本研究之主要發現如下：
一、國中導師在領導風格上，屬於中上程度。最常用的是例外管理與權宜獎賞，最少用的是智力刺激。
二、國中的班級氣氛，屬於中上程度。其中以「民主」班級氣氛最高，「滿意」氣氛最低。
三、國中學生在學生領導技能上，屬於中上程度。其中以「溝通技能」的技能最佳，而「團體動力技能」的技能最低。
四、國中導師轉型領導風格，因學校規模、學生性別、學生年級、學生擔任職務、導師性別、導師學歷，而有顯著差異。
五、國中導師互易領導風格，因學校規模、學生性別、學生年級、學生擔任職務、導師性別、導師學歷、任教年資、導師行政資歷不同，而有顯著差異。
六、國中的班級氣氛，因學校地域、學校規模、學生性別、學生年級、學生擔任職務、導師性別、導師年齡、導師學歷、擔任導師的年資、行政資歷不同，而有顯著差異。
七、國中學生領導技能，因學校規模、學生性別、學生擔任職務、學生父母社經地位、導師行政資歷不同，而有顯著差異。
八、國中導師轉型領導風格各層面與班級氣氛各層面之間，有顯著正相關。
九、國中導師互易領導風格各層面與班級氣氛各層面之間，有顯著正相關。
十、國中導師轉型領導風格各層面與學生領導技能各層面之間，有顯著正相關。
十一、國中導師互易領導風格各層面與學生領導技能各層面之間，有顯著正相關。
十二、國中班級氣氛各層面與學生領導技能各層面之間，有顯著正相關。
最後，根據研究結果，提出具體建議，以供學校導師、學校行政人員、教育行政機關及未來研究參考。
關鍵詞：轉型領導、互易領導、班級氣氛、學生領導技能
The main purpose of this study was to examine the relationship among junior high school advisors' leadership style, classroom climate and student leadership skill.
In order to achieve research objectives, the study employed questionnaire survey method to gather the research data. Samples, drawn from northern, southern, estern and middle Taiwan, included 160 advisors and 1107 students of junior high schools. Acquired data were analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffe method, Pearson's product-moment correlation, and canonical correlation analysis methods.
Conclusions of this study were as follows:
1. The junior high school advisors' leadership style was above average. Advisors of junior high school conducted operate management by exception and contingent reward mostly and intellectual simulation seldomly in leadership style aspect.
2. The junior high school classroom climate was above average. It performed well at the democracy of classroom climate, but poorly at the satisfaction of classroom climate.
3. The junior high school student leadership skill was above average. It was performed well at the communication skills, but poorly at group dynamic skills.
4. There were existed significant differences within class numbers of school, students’ gender, students’ grade, students’ leading role, advisors' gender, and advisors' education degree in the junior high school advisors' transformational leadership style aspect.
5. There were existed significant differences within class numbers of school, students’ gender, students’ grade, students’ leading roles, advisors' gender, advisors' education degree, years-of-teaching, and administration work experience in the junior high schools advisors' transactional leadership style aspect.
6. There were existed significant differences within school location, class numbers of school, students’ gender, grade, and leading role, advisors' gender, age, education degree, years-of-teaching, and administration work experience in the junior high schools' classroom climate aspect.
7. There were existed significant differences within class numbers of school, students’ gender, leading roles, and thein parents’ social economic status, and advisors’ administration work experience in the junior high schools' student leadership skills aspect.
8. There was a positive correlation between the junior high school advisors' transformational leadership style and classroom climate.
9. There was a positive correlation between the junior high school advisors' transactional leadership style and classroom climate.
10. There was a positive correlation between the junior high school advisors' transformational leadership style and student leadership skill.
11. There was a positive correlation between the junior high school advisors' transactional leadership style and student leadership skill.
12. There was a positive correlation between the junior high school classroom climate and student leadership skill.
Based on above findings, this study proposed some concrete suggestions to the junior high school advisors, administrators, and educational authorities.
Keywords:Transformational Leadership, Transactional Leadership, Classroom Climate, Student Leadership Skill |
