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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6671

Title: 國民中學校長領導風格、學校組織氣氛與教師知識管理關係之研究
Authors: 劉慧明
Contributors: 林國楨
Gwo-Jen Lin
劉慧明
Hui-Ming Liu
Keywords: 校長領導風格;學校組織氣氛;教師知識管理
Principal leadership style;School Organization climate;Teacher Knowledge magagement
Date: 2007
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在探討國民中學校長領導風格、學校組織氣氛與教師知識管理之間的關係。首先,蒐集有關校長領導風格、學校組織氣氛及教師知識管理的相關文獻,加以探討及分析。其次,提出研究架構、進行問卷之編製及預試,據此發展本研究的研究工具—「國民中校長領導風格、學校組織氣氛與教師知識管理調查問卷」。接著再以中部五縣市之公立國民中學教師為研究母群,以分層立意抽樣抽取34所學校,500位教師為研究樣本,實施問卷調查,共回收問卷442份,有效問卷416份,回收率88.40%,有效可用率為94.12%,問卷回收之後,復以描述性統計、t考驗、單因子變異數分析、Pearson’s積差相關及逐步多元?歸等統計方法進行資料分析,再就研究結果分別加以討論。
綜合文獻探討及調查研究結果,得到以下結論:
一、國民中學教師知覺校長領導風格趨於正向;學校組織氣氛屬於「封閉型」及「開放型」各佔三分之ㄧ;教師知識管理情況良好。
二、國民中學教師對校長領導風格之知覺因性別、擔任職務、校齡、學校規模及學校所在地不同而有顯著差異。
三、國民中學教師對學校組織氣氛之知覺因學校規模之不同而有顯著差異。
四、國民中學教師對教師知識管理之知覺因服務年資及學校規模之不同而有顯著差異。
五、國民中學校長領導風格、學校組織氣氛與教師知識管理有顯著正相關。
六、國民中學校長領導風格與學校組織氣氛對教師知識管理有顯著聯合預測力;變項中以「教師同儕行為」最能有效預測教師知識管理的整體層面及每個個別層面。

根據研究結論,提出以下建議:
一、對教育行政單位之建議
(一)組織校長成長團體,協助校長培養正向的領導風格。
(二)注意各型學校學校權職劃分合理性。
(三)落實教學輔導團的輔導機制,協助教師專業發展。
二、對學校校長及教師的建議
(一)校長應以民主開放之心態,人性關懷支持之態度來,以營造開和諧放氣氛,提升教師認同並尋求社區支持。
(二)教師宜積極參與自我專業領域之教學研究會,並與同仁間維持量好的互動。
(三)以包容理性方式,加強學校行政與教師雙方溝通管道。
三、對未來研究的建議
對研究對象及研究方法研究工具提出未來研究時之參考。
關鍵詞:校長領導風格、學校組織氣氛、教師知識管理
This quantitative study investigated the relationships among principal leadership style, school organizational climate and teacher knowledge management. First, researches related to these topics found in relevant literature, professional journals and dissertations were investigated and analyzed. A questionnaire was used to explore the teacher’s perceptions of principal leadership style, school climate and knowledge management. 500 teachers of 34 junior high schools in central Taiwan were selected as a research target sample and 416 copies were returned. Statistics methods, such as descriptive statistics, t-test, one-way ANOVA, Pearson's product-moment correlation, and stepwise multiple regression, were used to analyze the data.
Conclusions of this study are as bellow:
1. Teacher’s perceptions of principal leadership style showed positive styles, teacher’s perceptions of school organization climate showed “open climate” and “disengaged climate”; teacher’s perceptions of teacher knowledge management showed the high-intermediary level.
2. Teacher’s perceptions of principal leadership style showed significant differences in sex, position, history of school, scale of school and region of school.
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3. Teacher’s perceptions of school organization climate showed significant differences in scale of school.
4. Teacher’s perceptions of teacher knowledge management showed significant differences in seniority, and scale of school.
5. There were significantly positive relationships among principal leadership style, school organization climate and teacher knowledge management.
6. Principal leadership style and school organization climate could effectively predict teacher knowledge management, and of all variables, ” teacher-collegial behavior” could predict all best.
Recommendations based on the above conclusions for educational administration agencies, the principals and teachers of junior high and the future research .
Keywords: Principal leadership style;School organization climate; Teacher knowledge management
Appears in Collections:[教育研究所] 博碩士論文

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