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http://ir.ncue.edu.tw/ir/handle/987654321/6722
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| 題名: | 國民中學校長領導行為、教師集體效能與團體凝聚力之研究─以彰化縣與雲林縣為例 |
| 其他題名: | A study of the relationships among principal leadership behavior, collective teacher efficacy and group cohesiveness in junior high schools |
| 作者: | 吳宥羢 |
| 貢獻者: | 龔心怡
Shin-Yi Kung
吳宥羢
Yu-Jung Wu |
| 關鍵詞: | 校長領導行為;教師集體效能;團體獰凝聚力
principal leadership behavior;collective teacher efficacy;group cohesiveness |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在探討國民中學校長領導行為、教師集體效能與團體凝聚力之關係。採問卷調查445位彰化縣與雲林縣公立國中教師，研究的結果如下：（一）國民中學教師知覺校長領導行為之現況屬中高程度，在各層面中，以「魅力」較佳；（二）國民中學教師知覺教師集體效能之現況屬中高程度，在各層面中，以「教學任務」較佳；（三）國民中學教師知覺團體凝聚力之現況屬中高程度，在各層面中，以「社會凝聚力」較佳；（四）校長領導行為整體及各層面與團體凝聚力整體及各層面均呈顯著的正相關；（五）教師集體效能整體及各層面與團體凝聚力整體及各層面均呈顯著的正相關；（六）校長領導行為整體及各層面與教師集體效能整體及各層面均呈低度的正相關；（七）校長領導行為與教師集體效能各層面對整體團體凝聚力具有顯著的預測力，尤以教師集體效能的「教學任務」的預測力為最高；（八）校長領導行為各層面對整體教師集體效能具有預測力，尤以轉型領導行為的「激勵」的預測力為最高。本研究最後根據研究結果提出相關建議，以供教育行政單位、學校、校長、教師及未來研究之參考
The purpose of this study was to investigate the relationships among principal leadership behavior, collective teacher efficacy and group cohesiveness in junior high schools. Utilizing survey questionnaire, 445 teachers ramdomly selected from public junior high schools in Changhua and Yunlin County. The results of this study were as follows. First, the current state of perceiving principal leadership behavior was in the high-intermediary level, especially in “charisma.” Second, the current state of perceiving collective teacher efficacy was in the high-intermediary level, especially in “teaching task.” Third, the current state of perceiving group cohesiveness was in the high-intermediary level, especially in “social cohesiveness.” Fourth, there was a positive correlation between principal leadership behavior and group cohesiveness. Fifth, there was a positive correlation between collective teacher efficacy and group cohesiveness. Sixth, there was a positive correlation between principal leadership behavior and collective teacher efficacy. Seventh, principal leadership behavior and collective teacher efficacy can effectively predict group cohesiveness. Specifically, “teaching task” was the strongest predictor. Principal leadership behavior also can effectively predict collective teacher efficacy. Specifically, “inspirational” was the strongest predictor. Suggestions based on the above findings were also proposed. |
| 顯示於類別: | [教育研究所] 博碩士論文
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