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校長領導風格、教師創意生活經驗、教學創新行為與學校效能之關係林珈夙 Unknown Date (has links)
本研究的主要目的在探討校長領導風格、教師創意生活經驗、教學創新行為與學校效能之關係。內容可分為三部份:(1)校長領導風格、教師創意生活經驗、教學創新行為及學校效能之現況;(2)探討校長領導風格、教師創意生活經驗、教學創新行為與學校效能之相關;(3)校長人口變項、教師人口變項和學校環境變項與校長領導風格、教師創意生活經驗、教學創新行為及學校效能之關係,並說明台灣地區中小學教師對教育改革的看法。
本研究以台灣地區中小學教師為取樣對象,有效樣本共459人(男140人,女319人)。所採用的研究工具包括「轉型領導量表」、「交易領導量表」、「生活經驗量表」、「教師教學創新行為量表」及「學校效能量表」。研究中所使用的統計方法包括皮爾森積差相關、獨立樣本t考驗、單因子多變量變異數分析等。
本研究的主要結果如下:
一、全體中小學教師知覺校長的「轉型領導」及「交易領導」介於「有時有」與「蠻常有」之間,自評「教師創意生活經驗」介於「很少有」與「有時有」之間,自評「教學創新行為」介於「不太符合」與「還算符合」之間。知覺的「學校效能」介於「不太符合」與「還算符合上之間。
二、校長的「轉型領導」行為越多,教師知覺的「學校效能」就越高,「交易領導」的情形亦如此;而且越是有「轉型領導」行為表現的校長,越是會用「交易領導」的方式來管理教師。
三、教師有越多的「創意生活經驗」,越能以學生為中心來教學、重視教師專業精神,同時有能力培養學生全人發展、適應變遷的關鍵能力。
四、教師越有「教學創新行為」,其知覺的「學校效能」就越高,但與「重視升學競賽」無關。
五、在校長的人口變項方面:(1)性別-女性校長在「轉型領導」的「遠景與吸引力」及「智識啟發」上多於男性校長;(2)與教師的年齡差距-比教師大3-9歲的校長則在「遠景與吸引力」、「激勵共成願景」及「智識啟發」上多於比教師大10歲以上的校長。
六、在教師的人口變項方面:(1)性別-男教師在「教師創意生活經驗」的「科學的創新的問題解決」、「製造意外驚喜」、「電腦程式設計」以及「教學創新行為」上多於女教師,女教師知覺的「學校效能」在「學生中心的學習成長」、「重視升學競賽」和「家長、社區、學校密切配合」上高於男教師;(2)年齡-年長教師知覺的「校長轉型領導」在激勵共成願景」上以及「學校效能」的「培養全人發展、適應變遷的關鍵能力」高於年輕教師;(3)教育年資-資淺教師的「表演藝術創新」高於資深教師,資深教師知覺的「學校效能」高於資淺教師;(4)最高學歷-專科舉業的教師知覺的「學校效能」高於大學畢業及碩士學歷的教師,但碩士學歷的教師知覺的「重視升學競賽」高於大學及專科畢業的教師;(5)是否曾經讀過師範院校-曾經讀過師範院校的教師知覺的「學校效能」在「培養全人發展、適應變遷的關鍵能力」及「有效的教學資源」上高於未曾讀過師範院校的教師。
七、在學校環境變項方面:(1)學校大小-小型學校的教師知覺校長「轉型領導」的「親近融合」、「個別關懷」,自評「教師創意生活經驗」的「表演藝術創新」、「生活風格變化」多於大型學校的教師,而大型學校的教師知覺的「學校效能」在「重視升學競賽」上高於小型學校的教師;(2)學校位置-城市學校的教師知覺「校長的轉型領導」和「學校效能」多於鄉鎮學校的教師,而特偏學校的教師在「教師創意生活經驗」的「表演藝術創新」及「有效的教學資源」上多於城市與鄉鎮學校的教師。
八、對教育改革的看法:台灣地區中小學教師近九成往平常閱讀書報雜誌時,曾特別留意並閱讀教改方面的訊息,六成對行政院教改會「總諮議報告書」所提的建議表示贊同,但有三成仍不消楚,而對台灣教育的未來樂觀及不樂觀者分別為57%及42.7%。
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新北市國民小學小型學校校長領導風格與教師投入學校行銷之相關研究 / A Study on the Relationship between Principals' Leadership Style and Teachers' Participation in School-marketing at New Taipei City Public Small-scale Elementary Schools吳秉樺 Unknown Date (has links)
本研究旨在探討新北市國民小學小型學校校長領導風格與教師投入學校行銷的關係,並根據文獻探討、問卷調查、統計分析後提出結論與建議。
為達成上述研究目的,本研究採用問卷調查法,針對新北市國民小學小型學校教師為研究樣本。正式施測共發出問卷210份,回收問卷203份,回收率96.67%,可用率94.76%。回收後將所有資料輸入電腦使用SPSS軟體加以統計分析,分別採用敘述性統計分析、t考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析。本研究之主要結論歸納如下:
(一)目前新北市國民小學小型學校校長領導風格與教師投入學校行銷之現況,屬於「中高」程度的表現。
(二)不同學校所在行政分區、學校歷史(校齡)、學校特色發展之教師,對於知覺校長領導風格類型有顯著差異。
(三)不同年齡、教育程度(學歷)的教師,與身處不同學校所處之行政分區、學校特色發展之教師,對於投入學校行銷有顯著差異。
(四)校長領導風格類型與教師投入學校行銷之間有顯著相關。
(五)校長領導風格對教師投入學校行銷具有中高程度的預測力。
最後,根據研究結果提出相關建議,以提供學校教育人員、教育行政機關及後續研究之參考。
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臺北縣市國民中學知識管理、校長領導風格與教師專業成長關係之研究王金龍 Unknown Date (has links)
臺北縣市國民中學知識管理、校長領導風格與教師專業成長關係之研究
摘 要
本研究主要在探討臺北縣市公立國民中學知識管理、校長領導風格與教師專業成長的關係。為達成研究目的,首先進行領導風格(Leadership Styles)、知識管理(Knowledge Management)及教師專業成長(Teachers' Professional Growth)的相關文件分析,選用符合本研究的調查問卷,進行施測。隨後依學校類別屬於大型、中型或小型,採分層叢集隨機取樣之方式,抽取臺北縣市公立國民中學教師626人進行問卷調查,問卷回收率為83.23%,剔除無效樣本81人,有效樣本人數為440人。研究資料使用SPSS for Windows 10.0版進行統計分析。依研究目的,除了做描述性統計之外,並依調查樣本背景之不同,進行t考驗及單因子變異數分析(one-way ANOVA),考驗不同背景變項之差異情形,並以Scheffé進行事後比較;另以典型相關(canonical correlation)、皮爾遜積差相關(Pearson product-moment correlation)及逐步多元回歸分析(stepwise multiple regression analysis)等統計方法,瞭解校長領導風格、學校知識管理與教師專業成長各層面間的相關及預測情形。綜合文獻分析、問卷調查之統計考驗分析,本研究獲得以下結論:
一、目前臺北縣市公立國民中學知識管理,較為注重「文化」及「隱性知識」層面;校長領導風格中,轉型領導最常使用「智能激發」,互易領導最常使用「介入管理」;教師專業成長則關注於「專門知能」及「專業知能」層面。
二、臺北縣市公立國民中學知識管理、校長領導風格及教師專業成長的知覺平均數,部分層面隨背景因素不同而有顯著差異。
三、臺北縣市公立國民中學校長領導風格與學校知識管理有顯著相關。
四、臺北縣市公立國民中學「校長領導風格」與「學校知識管理」各層面與「教師專業成長」有高度相關。
五、「學校知識管理」各層面變項,對「教師專業成長」的解釋變異量約為82.6%,以「知識中心」最具有預測力。
六、「校長領導風格」各層面變項,對「教師專業成長」的解釋變異量約為80.9%,以「介入管理」最具有預測力。
依據研究所得結論,本研究最後並分別對教育行政機關、國中校長、學校及後續研究提出建議,提供校長領導風格、學校知識管理與提昇教師專業成長之參考。
關鍵字:校長領導風格、知識管理、教師專業成長 / The study of teachers' professional growth,knowledge management and leadership styles of junior high school principals
Abstract
This study aimed to the correlations among three factors,i.e. teachers' professional growth,knowledge management and leadership styles of junior high school principals in Taipei city and county.In order to achieve the objective of this study,the methods of literature review about the correlated themes were first adopted,and then this study proceeded to make the questionnarie survey.
Afterward,all the schools were divided into large,middle,and small classes to do the cluster sampling.The survey subjects included teachers from junior high school in Taipei city and county,namely 626 teachers were sampled in a random way.The rate of the retrieval was 83.23% and the valid samples were 440 copies,exclusive of the ineffective samples.The research data acquired was anaiyzed by SPSS for Windows 10.0 version based on the research purpose.The statistic procedures included the means,standard deviation and one-way ANOVA,examining variances in different variables.Scheffé method was used for post-comparison to examine the interrelations among the subject groups.Besides,canonical correlation,Pearson product-moment correlation & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of leadership styles of principals,knowledge management in schooling and teachers' professional growth.According to the integrated analysis,which was from the adoption of research methodologies of literature review .And the conclusions were as follows:
1.The factor of “culture”and“tacit knowledge” were considered in the issue of knowledge management of junior high school in Taipei city and county;and for the topic of“transformational leadership of principals of junior high schools”,the factor of “inspired intelligence”was commonly employed;for the topic of“transactional leadership of principals junior high schools”,the “management by exception ”was generally used;With regard to the teachers' professional growth,the “professional knowledge”and“export knowledge” were paid much close attention to.
2.The consciousness of the survey subjects differed greatly in some part of backgrounds from one another.
3.There were remarkable interrelations between “leadership styles of principals”and “knowledge management in schooling”.
4.The strong interrelation among the ”knowledge management in schooling”,“leadership styles of principals”and“teachers' professional growth”occurred obviously.
5.The cumulative variance of knowledge management to “teachers' professional growth”was about 82.6%,and the “ knowledge center“held strongest predictable effects.
6.The cumulative variance of leadership styles of principals to “teachers' professional growth”was about 80.9%,and the “management by exception “held strongest predictable effects.
According to the conclusions of this study,the further suggestions were provided to the department of educational administration,principals of junior high school and schools for reference and different views about the ”knowledge management”,“leadership styles of principals”and“teachers' professional growth” .
keywords:knowledge management,leadership styles of junior high school principals,and teachers' professional growth
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學校組織變革中校長領導風格與教師抗拒變革關係之研究—以台北縣市與基隆市國民中小學為例呂志崗, Lu ,Chi-gan Unknown Date (has links)
本研究旨在瞭解與分析學校組織變革、校長領導風格與教師抗拒變革變項間之實際關係,採用問卷調查方式對學校組織變革、校長領導風格與教師抗拒變革進行瞭解。據此,本研究之研究目的有以下:
一、瞭解國民中小學校長領導風格的現況。
二、瞭解國民中小學教師抗拒變革程度的現況。
三、探討國民中小學校長領導風格與教師抗拒變革間的關係。
四、探討國民中小學校長領導風格對教師抗拒變革的預測關係。
五、根據研究發現與結果,提出建議供相關機構與成員參考。
本研究以自編之「校長領導風格與教師變革認知概念轉化問卷」作為資料蒐集之主要工具,並以台北縣市與基隆市公立國民中學與公立國民小學760為教師為研究樣本,有效回收問卷共計541份。經t考驗、變異數分析、Pearson積差相關及逐步迴歸分析等統計方法進行資料處理後獲致以下研究結論:
一、教師背景變項與教師知覺校長轉型領導風格方面:(一)不同性別、在校職務、學校類別與組織變革關注焦點之教師,知覺整體校長轉型領導風格具有顯著差異;(二)不同年齡、最高學歷、服務年資與學校規模之教師,知覺整體校長轉型領導風格及各層面上無顯著差異。
二、教師背景變項與教師知覺校長互易領導風格方面:(一)不同性別、在校職務、學校類別與組織變革關注焦點之教師,知覺整體校長互易領導風格及各個層面上具有顯著差異;(二)不同年齡、最高學歷、服務年資與學校規模之教師,知覺整體校長互易領導風格無顯著差異。
三、教師背景變項與教師知覺變革認知概念轉化方面:(一)不同在校職務、學校類別與組織變革關注焦點之教師,知覺整體變革認知概念轉化具有顯著差異;(二)不同性別、年齡、最高學歷、服務年資、學校規模之教師,知覺整體變革認知概念轉化無顯著差異。
四、教師知覺校長領導風格、教師組織變革關注焦點與教師知覺變革認知概念轉化的關係方面:(一)教師知覺整體校長轉型領導風格及各層面與整體變革認知概念轉化及各層面間具有顯著正相關;(二)教師知覺整體校長互易領導風格及各層面與整體變革認知概念轉化及各層面間具有顯著正相關;(三)教師整體組織變革關注焦點及各層面與整體變革認知概念轉化及各層面間具有顯著正相關。
五、教師知覺校長領導風格預測教師知覺變革認知概念轉化的關係方面:整體校長轉型領導風格、整體校長互易領導風格與整體教師組織變革關注焦點對教師整體變革認知概念轉化具有顯著預測力。
根據以上研究結論,提出以下研究建議:
一、對教育行政主管機關的建議:(一)應適度擴充師資培育制度中學校行政相關課程之內涵,以增進初任教師對於學校組織運作之瞭解;(二)校長的領導風格並非絕對,應給予校長在工作上更多的尊重與協助;(三)應給予教師在學校組織變革計畫與執行上更多參與的機會;(四)應給予國民中學與教師在學校組織變革的過程中更多的協助。
二、對國民中小學校長的建議:(一)在推動學校組織變革時應增加與教師溝通互動的機會;(二)應妥善運用領導技巧來推動學校組織變革;(三)應重視學校組織運作在各層面上的公平性。
三、對國民中小學教師的建議:(一)應主動參與相關變革計畫的擬定與執行;(二)應利用機會發表自己對於學校組織變革的意見,多與校長接觸並藉此擴大對學校組織變革的認知能力;(三)教師應給予學校行政單位更多的支持與鼓勵。
四、對後續研究的建議:(一)研究對象上,後續研究或可從擴大抽樣範圍著手,以提高研究結果的適用性;(二)研究方法上,後續研究亦可從質化研究的領域著手,對學校組織變革進行實際觀察與瞭解,以歸結教師抗拒變革的成因與內涵,並謀求化解之道。 / The study focuses on the relation among school organizational change, principal's leadership style and teacher's resistance to change. Purposes of this research are as follow:
I. To realize principals' leadership styles in elementary and junior high schools.
II. To realize how teachers resist change in elementary and junior high schools.
III. To study the relation between principal's leadership style and teacher's resistance to change in elementary and junior high schools.
IV. To study how principal leadership styles relate to teacher's resistance to change.
The inventory of "Questionnaire of the Relation between Principal's Leadership Style and Teacher's Resistance to Change" was sent to 760 teachers in elementary and junior high schools in Taipei County, Taipei City and Keelung City and 541 valid questionnaires were returned. Statistical methods such as t-test, one-way ANOVA, product-moment correlation and stepwise regression with forward selection were adapted to data analysis.
Major findings include the following:
I. The relation between teacher's background and one's sense of principal transformational leadership are as follow.
A. There is difference for teachers to sense principal's transformational leadership style in terms of sex, school position, elementary and junior high schools and their sense to organizational change.
B. There is no difference among teachers in terms of age, academic background, work experience and school scale.
II. The relation between teacher's background and one's sense of principal transactional leadership include the following.
A. There is difference for teachers to sense principal's transactional leadership style in terms of sex, school position, elementary and junior high schools, and their sense to organizational change.
B. There is no difference among teachers in terms of age, academic background, work experience and school scale.
III. The relation between teacher's background and one's acceptance of change
are below.
A. There is difference in terms of school position, elementary and junior high schools and one's sense of organizational change.
B. There is no difference in terms of sex, age, academic background, work experience and school scale.
IV. The relation among teacher's sense of principal's leadership style, teacher's
sense of organizational change and one's acceptance of organizational change are
the following.
A. There is difference between teacher's sense and acceptance of principal's transformational leadership style.
B. There is difference between teacher's sense and acceptance of principal's transactional leadership style.
C. There is difference between teacher's sense and acceptance of organizational change.
V. There is difference among teacher's acceptance of principal's transformational leadership style, principal's transactional leadership style and one's sense of organizational change.
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中國與亞洲之領導 / Leadership in China and Asia蘇永漢, Mark Severin Unknown Date (has links)
This thesis is divided in three main parts. It is overall designed to give a better understanding of leadership in China and Asia. This work mentions Leadership methods used, as well as cultural aspects related to the different practices. The first part is made to give basic notions related to leadership in Asia. Important leadership concepts such as the effective leadership, some cultural aspects such as relationships in Asia and their management, the paternalistic way, and implicit leadership are introduced. The part also contains notions about organizational change and leadership strategy including the task integration strategy, the behavioral integration strategy, transactional and transformational leadership. This part is introductory and provides a basic knowledge about elements needed for leadership in Asia.
The second part is dedicated to important concepts about leadership in China specifically, and this with comparisons to Western practices. This part contains important elements to know for people willing to have leadership positions in China. Some important cultural Chinese aspects are mentioned here in order to have a better understanding about why some leadership practices are the way they are. Even if this work is more China focused, other Asian examples are taken in the last part.
The third part is about examples of leadership in different Asian countries. For this research, the following countries have been selected: Taiwan, Malaysia, Singapore, Thailand, Indonesia and Philippines. Even if this work is more focused on the Chinese world, having a look at other Asian countries might be useful to realize that some elements might have similarities to Chinese culture, some less.
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所長領導風格與基層員警工作投入之研究─以臺北市政府警察局派出所為例潘金葉 Unknown Date (has links)
派出所所長為警察組織的基層主管,是警察體系中極具關鍵性且富有影響力的角色,其領導行為直接影響員警的工作效能及警察政令執行之良窳。
本研究主要目的有三:(一)探討所長領導風格對員警工作投入之影響。(二)基層員警個人特徵因素對所長領導風格是否有影響。(三)基層員警個人特徵因素是否會影響其對工作之投入。
本研究採用之研究方法為「問卷調查法」及「深度訪談法」。在量化研究方面,以臺北市政府警察局93個派出所所長與派出所三分之一之基層員警進行問卷抽樣調查,計發放812份問卷,回收有效問卷800份,資料回收後透過次數分配、因素分析、信度分析及t檢定等方法進行資料分析。在質性研究方面,以工作繁重、工作較重及工作單純分局各抽訪2個派出所所長及基層員警各1人,合計12人,進行深度訪談分析與比較。
由研究結果發現:隨著時代的變遷,領導的意涵也隨著轉變,由指導到協同,關係
由上對下變成平行關係。警察領導幹部之領導風格將一改過去權威式、英雄式的領導,逐漸修正為以關懷部屬為主,與基層員警建立共識達成組織目標,取代以績效掛帥、軍事化管理的領導風格,所長領導風格攸關員警工作士氣;而影響警察工作投入之問題成因很多,本研究以工作滿足、工作績效成就、參與決策等三面向鋪陳分析如下:(一)警察工作特性無法獲得民眾肯定與信賴。(二)派出所勤(業)務繁重,員警自我成長機會受限。(三)警察制度及社會型態令員警無法獲得工作滿足感。(四)媒體擷取負面報導致警察形象差社會地位不高。(五)派出所工作繁雜基層員警不堪負荷。(六)所長以身作則才能帶動員警工作士氣。(七)分層授權俾利任務完成。(八)員工參與制度流於形式。
綜上,本論文依研究目的、文獻探討、問卷調查及深度訪談所得資料,以個人特質、領導風格與工作投入等構面,並考量方案的可行性難易,提出近、中、遠程具體可行之警察政策建議,以及提供後續研究者的建議。 / The chiefs of police stations are basic-level executives in the entire police organization, and they play critical and influential roles within the police organization. Furthermore, their leadership will directly affect the work efficiency and
implementation quality of police orders and policies.
The purposes of this study are in three major areas: 1. if the leadership style of station chief affects the devotion of police ; 2. if the factor of individual traits of basic-level police should affect the leadership style of the station chief; 3. if personal traib of
basic-level police affect their job involvement.
The methodology of this study is “questionnaire” and “in-depth interview.” In terms of quantitative study, sampling investigation of questionnaire is conducted with chiefs of 93 police stations and one-third basic-level police of the police station from the Taipei City Police Department. A total of 812 questionnaires are distributed, with 800 valid copies retrieved. As information is recouped, frequency distribution, factor analysis, reliability analysis, and T-test are used to conduct information analysis. For qualitative study, every two chiefs and one basic-level police are selected from each of very heavily loaded police stations, less heavily loaded police stations, and police stations of lesser work load. In total, 12 people are chosen to conduct in-depth
interview for analysis and comparison.
It is found from the research that the interpretation of leadership has been hanged, of which meaning used to be the guidance and superior-inferior relationship, evolving into coordination and parallel interactions nowadays. Furthermore, instead of the authoritative, heroic leading style and performance-oriented, military management, the tendency of caring and consensus reaching with the subordinates emerges within the police leading party. Hence, the leading style of the chief of the police station has a great influence on the working spirits of the whole department. Besides, due to the fact that policemen who get involved in their jobs vary , this research will observe and analyze from satisfaction, performance achievement and decision-making participation of work among the policeman, and the analysis is as follows: 1.rare affirmation and trust obtained from our people due to the characteristics of the policeman work; 2.since the heavy workload of the basic-level police, their chances of self-development are quite limited; 3.They cant have a sense of achievement under the police system and the social ideology; 4.negative report from the media results in the bad image and low society status of our policeman; 5.too much workload for the basic-level policeman ; 6.the chief of police station shall set good examples with their own behavior; 7.the necessity of empowerment policy; 8.the
participation system could not be put into effect.
Above all, this research would be based upon the aim of the project, working through information study, questionnaire and in-depth interview. Following 3 directions as personal characteristics, leading style and their working involvement, considering the applicability, the study provide feasible policy suggestions in short, medium and long term for the police system, and the reference of following
researchers.
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我國會計人員之部屬成熟度,主管領導風格與工作績效關係之研究陳麗華, CHEN,LI-HUA Unknown Date (has links)
領導是企圖影響另一人或團體之行為, 由於管理者系處於一個開放的系統, 因此, 管
理者無法時時刻刻控制所有的變數。自從情境領導論者Hersey與Blanchard(1977) 於
其「情境領導理論」中指出, 團體成員的成熟度是斷定某一領導方式之效能的一項重
要因素后, 使部屬成熟度與主管領導型態的關系逐漸受到重視, 但其理論迄今并未經
實證研究加以證實, 因此, 本研究以國內290 位公民營機構之會計人員為研究對象,
嘗試檢定Hersey二氏之理論是否合理, 并探討下列各項問題:
一. 公民營機構會計人員之工作成熟度, 心理成熟度與工作績效有無顯著差異。
二. 部屬工作成熟度及心理成熟度與工作績效的關系。
三. 會計主管之領導型態與部屬工作績效的關系。
四. 不同成熟度的部屬, 在不同的主管領導型態下, 其工作績效有無顯著差異。
五. 會計人員之性別, 年齡, 婚姻狀況等人口變項與工作成熟度, 心理成熟度及工作
績效的關系。
研究結果發現:Hersey 與Blanchard 的理論有問題, 但驗證了領導的代理理論是正確
的, 此外, 并發現:
一. 政府機關與會計師事務所以外民營企業之會計人員的工作成熟度均較會計師事務
所之會計人員為高, 且前者之工作績效亦較后者為佳。
二. 部屬的工作成熟度, 心理成熟度不同, 其工作績效有顯著差異。
三. 主管的領導型態不同, 部屬的工作績效有顯著差異。
四. 不同成熟度的部屬, 在不同的主管領導型態下, 其工作績效有顯著差異。
五. 在人口變項方面: 已婚者之工作與心理成熟度均較高, 且工作績效較佳; 取得高
考資格者之工作成熟度較高, 工作績效較佳; 主管或資深員工之工作與心理成熟度均
較高, 且工作績效亦較佳;36-40歲者之工作績效較30歲以下者為佳。
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企業文化對於勞資互動規則影響的研究:以在台日資企業主管領導風格為對象高貴敏 Unknown Date (has links)
雖日資企業與台湾經濟持有深遠的關係,且日資企業面臨著最大的問題是人力資源管理相關議題,然目前台灣國内也少有考量到其背後的因素,從社會價值觀念、同事之間的互動、自我效能等多方面的議題進行研究。
在台日資企業之中有社會文化價值、組織文化、思考行為方式等不同的台灣人與日本人一起工作,因此,在各種局面將會引起衝突。再加上,因為在台日資企業的勞資關係不夠健全,且人事勞務方面比起日本國內企業,在台日資企業之間的互動相當少,所以各企業的日本籍雇主面臨問題時依自己的策略及資源試圖解決其問題,但是大部分雇主沒有達到理想的結果。現在在台日資企業所需要的是,要在台灣建立良好的勞資關係以進行事業活動。這時必需考量到如何訂定並運用勞資互動的規則。
本研究為探討在台日資企業主管的領導風格對於勞資互動規則的影響,以「領導風格」與「勞資互動規則」的觀點為主,利用文獻釐清問題,以在台日資企業的日籍領導者及高階主管為對象,進行問卷與訪談調查,而深入了解在台日資企業的相關議題。本案針對共計330個單位發出340份問卷,回收有效問卷共計60份,有效問卷回收率17.6%。本研究勞資互動規則包含對人的「選」、「用」、「育」、「晉」、「留」等五大分類及禁止員工言行相關規則,問項總共十九項。
本研究的主要發現為:
一、日籍主管對『性別分工』與『最低服務年限』之外的其他勞資互動規則認知,皆集中於「非常重要」或「重要」。
二、本研究對象之日籍領導者及高階主管的領導風格,雖然對於大部分勞資互動規則的認知「有顯著的影響」或「有一定程度的影響」,但是發現其他有部分勞資互動規則「幾乎沒有受到其領導風格的影響」。
三、填寫者企業之大部分勞資互動規則之情況為「沒有顯性規則而僅有內隱規則」。
四、本研究對象之日籍領導者及高階主管的領導風格,雖然對於部分勞資互動規則(績效考核、調薪基準、始業訓練、在職訓練、升遷標準、性別分工)的實際情況有影響,但是發現與文獻及一般的想法較為歧異,就上述六項之外的其他勞資互動規則而言,其實際情況受到領導風格的影響力相當小。
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臺北市國民中學校長領導風格、教師知識管理與學校效能關係之研究柯景煌 Unknown Date (has links)
本研究旨在探討臺北市國民中學校長領導風格、教師知識管理與學校效能之關係。採用問卷調查法進行研究,以97學年度臺北市公立國民中學教師為研究對象,各校依班級數多寡,選取8至16位教師進行問卷調查,總計發出問卷750份,回收問卷663份,問卷回收率88.4%,有效樣本620份。所得資料輸入電腦後,以SPSS for Windows 12.0版統計套裝軟體進行統計分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計方法加以處理,獲致如下之結論:
一、臺北市國民中學校長領導風格中,轉型領導較注重「願景」;交易領導較注重「介入管理」;教師知識管理,較注重「知識取得」及與「知識創新」;學校效能整,較注重「社區關係」及「學生表現」
二、臺北市國民中學校長領導風格之現況受性別、服務年資、擔任職務、學校規模、學校歷史影響有所差異;教師知識管理受性別、年齡、教育程度、服務年資、擔任職務、學校歷史影響有所差異;學校效能受性別、年齡、服務年資、擔任職務、學校規模、學校歷史影響而有所差異。
三、校長領導風格愈佳則教師知識管理愈佳;教師知識管理愈佳則學校效能愈佳
四、校長領導風格各層面對學校效能之預測力,以「激勵」最具有預測力
五、教師知識管理各層面對學校效能之預測力,以「知識取得」最具有預測
依據本研究之結論,提出下列建議:
一、對教育行政機關的建議
(一)加強校長之專業發展,強化校長專業領導能力
(二)針對校長培育課程增列轉型領導概念課程
(三)針對教師增列知識管理研習課程、提升知識管理能力
二、對校長的建議
(一)應增進校長轉型領導的運用,以提升學校效能
(二)少使用法職權、多用專業與熱忱帶領學校組織
三、對教師的建議
(一)、增進教師間的交流平台,提昇教育專業知識分享
(二)、教師應積極參加研習活動、多方請益,以提昇教師專業知能
四、對學校的建議
(一)、建置硬體設備及設計相關課程,提供有利於教師知識管理的情境
(二)、推動學校教師知識管理,營造知識分享的學校文化,以提昇學校效能 / The purpose of this research is to explore the relationship among principals’ leadership style, teachers’ knowledge management and the school effectiveness of the municipal junior high schools in Taipei. The research was conducted through questionnaire survey. The participants were the teachers in Taipei municipal junior high schools in academic year 2009. 8 to 16 teachers were selected from each school according to the class number of the schools. 750 questionnaires were issued, and a total of 663 questionnaires were collected from all the target schools, with the rate of retrieval, 88.4%. 620 copies were valid samples. The research data acquired was processed by SPSS for Windows 10.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached:
1.In Taipei municipal junior high schools, principals’ transformational leadership pays more attention to the “vision” field; while principals’ transactional leadership emphasizes more on the “interference management” field. Besides, “knowledge acquisition” and “knowledge innovation” are more valued among the knowledge management conducted by the teachers. In the aspect of school effectiveness, “community relationship” and “student achievements” are more emphasized.
2.In Taipei municipal junior high schools, principals’ leadership styles are verified with the influence of teachers’ gender, seniority, position, school scale, and school history. Teachers’ knowledge management is verified with the influence of teachers’ gender, age, education background, seniority, position, and school history. And the school effectiveness is verified with the influence of teachers’ gender, age, seniority, position, school scale, and school history.
3.The better principals’ leadership style is, the better teachers’ knowledge management is. The better teachers’ knowledge management is, the better school effectiveness is.
4.“Encouragement” is the best way to enhance the predictions of principals’ leadership style on school effectiveness.
5.“”Knowledge acquisition” is the best way to enhance the predictions of teachers’ knowledge management on school effectiveness.
According to the findings, some suggestions were made:
1. Suggestions for education and administration institutes
1) Strengthen principals’ professional development and leadership.
2) Integrate courses about transformational leadership into principal preparation curriculum.
3) Arrange more workshops or seminars about knowledge management for teachers and upgrade teachers’ knowledge management ability.
2. Suggestions for principals
1) Develop principals’ transformational leadership and thus improve school effectiveness.
2) Make use of less authority but more profession and enthusiasm on school leading.
3. Suggestions for teachers
1) Enhance the communication among teachers; increase opportunities to share and exchange educational knowledge.
2) Be active in participating in seminars or workshops, listen to good advice, and upgrade teachers’ professional knowledge.
4. Suggestions for schools
1) Construct hardware facilities, design correlated curriculum, and offer the circumstances which are helpful for teachers’ knowledge management.
2) Promote teachers’ knowledge management, build a knowledge-sharing atmosphere at school, and thus enhance school effectiveness.
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校長領導風格與校園危機管理之研究─以基隆市高級中等學校為例 / A study on relationships between high school principals' leadership and crisis management in Keelung city魯和鳳, Lu, Ho-Feng Unknown Date (has links)
本研究旨在瞭解基隆市高級中等學校校長領導風格與校園危機管理之現況,並分析教師人口變項、教師危機管理變項、學校環境變項在校長領導風格以及校園危機管理的差異情形,最後探討校長領導風格與校園危機管理之關係。
本研究以問卷調查法為主,半結構訪談為輔。問卷調查法以「高級中等學校校長領導風格與校園危機管理調查問卷」(內含基本資料、校長領導風格量表與校園危機管理量表)為工具,以基隆市高級中等學校教師為研究對象,分層隨機抽取11所學校,共發出問卷330份,回收272份,有效問卷272份,有效回收率為82.4%。所得資料以描述性統計、t考驗、單因子變異數分析與
Scheff'e事後比較、 Pearson's積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果,歸納相關的問題,設計並確定訪談大綱,做為訪談的依據,實地訪談2位校長,以釐清及延續問卷調查之結果,並藉由整理訪談文字資料、編碼歸類整理,綜合問卷調查與訪談資料,進行研究結果的分析與討論。研究結論如下:
壹、基隆市高級中等學校校長領導風格與校園危機管理之現況,
均屬良好程度。
貳、教師不同性別、服務年資、最高學歷對校長領導風格各個層
面之感受,並無顯著不同;教師不同性別、服務年資、最高
學歷在校園危機管理各個層面的感知上,並無顯著不同。
参、主任在校長領導風格與校園危機管理之感知上較好。
肆、教師是否參與危機研習、處理危機經驗、成立危機小組在校
園危機管理之整體及各個層面的感知上,並無顯著不同。
伍、學校規模不同的教師在校長領導風格及校園危機管理之感
受,並無顯著不同。
陸、創校歷史在「21~50年」及「51年以上」之教師對校長領導風
格及校園危機管理之感受,較「10年以下」之教師感受深刻。
柒、校長領導風格與校園危機管理間,有顯著的正相關。
捌、校長領導風格對整體校園危機管理具有預測力。
最後依據研究結果與結論,提出具體建議,以作為教育行政機關、高級中等學校校長、相關行政人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ leadership style and crisis management in Keelung high schools and to analyze the differences in teachers personal variables、teachers’ crisis management and school environmental variables. concerning principals’ leadership style and crisis management. Finally, it explores the relationship between principals’ leadership style and crisis management.
This study employs the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Leadership Style Questionnaire and Crisis Management Questionnaire. Three hundred and thirty subjects are randomly selected from eleven high schools in Keelung city. A total of 272 questionnaires was returned. Out of those, 82.4% was valid (272 out of 330). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA. Scheff’e posteriority comparison, Pearson's product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, were interviewed to clarify and extend the findings of the survey. Then. the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study:
1. The current development of principals’ leadership style and the crisis management in high schools are both above the average.
2. There is no significant difference in teachers’ experiences of principals’ leadership style in terms of gender, seniority and educational background; and, there is no significant difference in teachers recognition about crisis management in terms of teachers gender, seniority, educational background.
3. Teacher to act as director in schools give better recognition in principals’ leadership style; and, teacher to act as director in schools give better recognition in the crisis management.
4. There is no significant difference in teachers’ experiences about crisis management in terms of crisis study, crisis experience, and crisis management team background.
5. There is no significant difference in both principals’ leadership style and crisis management to teachers from schools of different scales.
6. There are significant differences in both principals’ leadership style and crisis management to teachers from schools of different history.
7. It shows significant positive correlation between principals’ leadership style and crisis management.
8. Principals’ leadership style demonstrates the predictability of crisis management in high schools in Keelung city.
This study is finalized at proposing practical suggestions based on the findings
and conclusions to educational administration authorities, high principals, the director of schools and faculty for further study and reference.
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