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Title: 國民中學導師領導型態、班級氣氛與學生學業成就之相關研究
Other Titles: A Study on the Relationship among Advisors' Leadership Behavior, Classroom Climate, and Students` Academic Achievement of Junior High Schools
Authors: 高紹勛
Contributors: 林國楨
Guo-Jen Lin
高紹勛
Shao-Hsun Kao
Keywords: 領導型態;轉型領導;互易領導;班級氣氛;學生學業成就
Leadership Behavior;Transformational Leadership;Transactional Leadership;Classroom Climate;Students` Academic Achievement
Date: 2007
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 中文摘要

本研究旨在探討國民中學導師領導型態、班級氣氛與學生學業成就之關係。主要的研究目的有四項：一、瞭解國民中學導師領導型態、班級氣氛與學生學業成就之現況。二、分析不同背景變項對國民中學導師領導型態、班級氣氛與學生學業成就的差異情形。三、探討國民中學導師領導型態、班級氣氛與學生學業成就之相關情形。四、探討國民中學導師領導型態、班級氣氛與學生學業成就彼此之預測力。
本研究利用問卷調查法，採取研究者改編之「國民中學導師領導型態、班級氣氛與學生學業成就調查問卷」為工具，以台灣省中部五縣市之國民中學導師與其班級學生為對象，採分層比例隨機抽樣，共抽取導師150人及學生1050人。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、及多元迴歸分析等方法進行統計分析。
本研究之主要發現如下：
一、國民中學導師在領導型態上，屬於中上程度。最常用的是積極管理與個人關懷，最少用的是魅力與消極管理。
二、國中的班級氣氛，屬於中上程度。其中以「團結」班級氣氛最高，
「班規」氣氛最低。
三、國中學生學業成就，依據成績統計結果，平均分數為67.84，在五等第或百分成績考查而言(國中學生學業成績60分為及格，70分為中等)，均屬中等程度，
四、國民中學導師領導型態，因導師的性別、年資、取得教師資格方式與學校區域不同，而有顯著差異。
五、國中的班級氣氛，因導師的年齡、年資、取得教師資格方式及學校區域不同，而有顯著差異。
六、學生學業成就，因學校規模與區域不同，而有顯著差異。
七、國民中學導師領導型態各層面與班級氣氛各層面之間，除消極管理外，有顯著正相關。
八、國民中學導師領導型態各層面與學生學業成就之間，除消極管理外，有顯著正相關。
九、國中班級氣氛各層面與學生學業成就之間，有顯著正相關。
十、國中導師領導型態、班級氣氛與學生學業成就之間，彼此具有顯著預測力。
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。
The main purpose of this study was to identify the relationship among advisors' leadership behavior, classroom climate and students` academic achievement. In order to achieve research objectives, the study employed questionnaire survey method to gather the research data. Samples, drawn from central of Taiwan, included 150 advisors and 1050 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 multiple regression analysis methods.
Some conclusions of this thesis are found as follows:
1. The junior high school advisors' leadership behavior is above average. Advisors of junior high schools often operate management by active and individualized consideration in leadership behavior aspect, seldom charisma and passive management.
2. The junior high schools' classroom climate is above average. It performed well at the cohesiveness of classroom climate, but poorly at the formality of classroom climate.
3. The junior high schools students` academic achievement is above average.
4. There are existed significant differences within gender, years-of-teaching, the way to get teacher capacity and school location in the junior high schools advisors' leadership behavior aspects.
5. There are existed significant differences within age, years-of-teaching, the way to get teacher capacity, and school location in the junior high schools' classroom climate aspects.
6. There are existed significant differences within class numbers of school and school location in junior high school students` academic achievement
7. There is a positive correlation between the junior high schools advisors' leadership behavior and classroom climate, except passive management.
8. There is a positive correlation between the junior high school advisor's leadership behavior and students` academic achievement, except passive management.
9. There is a positive correlation between the junior high school classroom climate and students` academic achievement.
10.The junior high schools advisors' leadership behavior, classroom climate and students` academic achievement are good predictors for predicting each other.
Based on above findings, this study proposed some concrete suggestions to the junior high schools' advisor and educational authorities.
Appears in Collections:[Graduate Institute of Education] Dissertations and Theses

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