本研究旨在探討幼托園所主管教學領導行為與教師教學效能之關係。首先瞭解幼托園所主管教學領導行為與教師教學效能之內涵及現況；其次分析不同背景變項在幼托園所主管教學領導行為與教師教學效能之差異情形；接著探討幼托園所主管教學領導行為與教師教學效能之相關，以及瞭解幼托園所主管教學領導行為對教師教學效能各層面之預測力。 本研究方法除了以文獻探討，分析教學領導行為與教師教學效能之理論與相關研究外，並兼採問卷調查法及訪談調查法。問卷調查之對象以基隆市、臺中縣、臺中市、彰化縣、南投縣，已立案之公、私立幼稚園及托兒所教師為母群體，採兩階段抽樣法進行取樣，共發出720份問卷，總計回收有效問卷493份（有效回收率68.47%）。使用之研究工具為自編之「幼托園所主管教學領導行為與教師教學效能關係調查問卷」，問卷回收後，採描述性統計、信度分析、t考驗、單因子變異數分析、皮爾森積差相關、典型相關、逐步多元迴歸及薛費法多重比較，進行資料分析。在訪談調查部分，乃針對十位幼托園所主管及教師，進行電話訪談。本研究所獲致之主要結論如下： 壹、幼托園所主管教學領導行為方面 一、幼托園所主管教學領導行為表現積極，其中以「發展支持的工作環境」表現最好。 二、「園所主管年資」在幼托園所主管教學領導行為達顯著影響；而「園所所處地區」、「園所性質」、「園所規模」及「園所主管最高學歷」在幼托園所主管教學領導行為未達顯著影響。 貳、教師教學效能方面 一、幼托園所教師教學效能表現良好，其中以「教學互動」表現最好。 二、「園所性質」、「園所主管年資」、「教師年齡」、「教師任教年資」及「兼任行政職務」在幼托園所教師教學效能達顯著影響；而「園所所處地區」、「園所規模」、「園所主管最高學歷」及「教師最高學歷」在幼托園所教師教學效能未達顯著影響。 參、幼托園所主管教學領導行為與教師教學效能兩者之關係方面 一、「幼托園所主管教學領導行為」與「教師教學效能」呈現正相關。 二、「幼托園所主管教學領導行為」對「教師教學效能」具有預測力。 最後研究者根據研究結果，分別對幼兒教育行政機關、幼托園所主管培育機構、幼教師資培育機構、幼托園所主管、幼托園所教師以及後續相關研究提出相關建議，以期對未來幼教的發展有所助益。 / The main purpose of this study was to: (1) Investigate current situation of directors’ instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore the different influence effect of different variables on these two areas. (3) Analyze the relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of directors’ instructional leadership behaviors on the part of teachers’ teaching effectiveness. To accomplish these purposes, literature review was adopted in addition to questionnaire and interview (telephone survey). In questionnaire aspect, the teacher subjects were included public and private kindergartens and nursery schools in Taiwan, specifically Keelung City, Taichung County, Taichung City, Changhua County, Nantou County by means of stratified two-stage simple sampling. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect the data. 720 questionnaires were delivered, and 493 were retrieved with an effective return rate of 68.47%. The questionnaire data analysis included description statistics, reliability analysis, t-test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Ten directors and teachers from the sample of questionnaire interviews were selected for the telephone interviews. The major results were summarized as follows: A. In the aspect of director’s instruction leadership: a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”. b. Directors’ service years have a significant effect on director’s instruction leadership. Kindergarten location, kindergarten category of public or private, school size, and highest educational degree of the director do not have a significant effect on director’s instruction leadership. B. In the aspect of teachers’ teaching effectiveness: a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”. b. Kindergarten category of public or private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative position have significant influences on teachers’ teaching effectiveness. Kindergarten location, school size, highest educational degree of the director and highest educational degree of the teacher do not have significant effect on teachers’ teaching effectiveness. C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness: a. There was a positive correlation between directors’ instruction leadership and teachers’ teaching effectiveness. b. Directors’ instruction leadership was predictive of teachers’ teaching effectiveness. In the last part, based on the findings, the researcher proposes some suggestions for the education authorities, the director training institutions, the teacher training institutions, the preschool directors and teachers, and the future researchers, hoping to benefit the development of preschool education in the future.

本研究主要目的在分析新北市國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能之關聯。研究採用調查研究法，以新北市之公立國民中學教師為研究對象抽40所學校，計有496位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸等統計方式加以分析。 　　本研究得到下列項結論： 一、新北市國民中學校長創新領導行為情況良好，並以「創造思考」為最佳。 二、新北市國民中學教師知識管理能力表現良好，並以「知識獲取」為最佳。 三、新北市國民中學的學校創新經營效能情況良好，並以「創新學校表現效能」為最佳。 四、新北市國民中學不同性別、現任職務、學校規模之教師在知覺校長創新領導行為上有顯著差異。 五、新北市國民中學不同現任職務、服務年資、學校規模之教師在教師知識管理能力上有顯著差異。 六、新北市國民中學不同現任職務、服務年資、學校規模之教師在知覺學校創新經營效能上有顯著差異。 七、國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能三者間具有正向的關聯。 八、國民中學校長創新領導行為及教師知識管理能力的分層面，對學校創新經營效能有正向的預測作用。 　　最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship among principals’ innovative leadership behavior, teachers’ knowledge management capability, and effectiveness of school innovation management. Data were collected from 496 teachers of 40 junior high schools in New Taipei City. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, and stepwise regression. Conclusions were as follows: 1. The perceptions from the junior high school teachers about principals’ innovative leadership behavior are positive. Furthermore, “creative thinking” is the highest. 2. The perceptions from the junior high school teachers about teachers’ knowledge management capability are positive. Besides “knowledge acquirement” is the highest. 3. The perceptions from the junior high school teachers about effectiveness of school innovation management are positive. “innovative school performance” is the highest in addition. 4. Teachers from different gender, position, and school size in New Taipei City, they had diversely feeling about principle’s innovative leadership behavior. 5. Teachers form different position, seniority, and school size in New Taipei City, their knowledge management capability are obviously difference. 6. Teachers form different position, seniority, and school size in New Taipei City, their perception of school innovative efficiency are obviously diversity. 7. Principle’s innovative leadership behavior, teachers’ knowledge management capability and effectiveness of school innovation management, these three factors had highly positive correlation. 8. The sub-level of the principals’ innovative leadership behavior and teachers’ knowledge management capability can apparently predict the effectiveness of school innovation management. 　　At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

Summaries in English and Afrikaans / Hierdie studie is onderneem om die effek van leierskap op verandering in 'n nie-winsgewende organisasie te bepaal. 'n Literatuur- en 'n empiriese studie is onderneem. Literatuur beklemtoon dat verandering 'n realiteit in 'n organisasie is, 'n veranderingsagent die proses meet dryf en dat die transformasieleierskapstyl die gewenste styl vir veranderingsbestuur is. Navorsing toon dat verandering vanwee eksterne invloede wel voorkom. Verwarring ten opsigte van wie die rol en verantwoordelikheid as veranderingsagent moet vertolk kom egter in die navorsing na vore. Die wyse en frekwensie waarop kommunikasie ten opsigte van verandering plaasgevind het, word oor die algemeen positief deur die respondente ervaar, maar respondente toon egter ook positiewe en negatiewe gedragsreaksies aan ten opsigte van verandering. Respondente toon dat die transformasieleierskapstyl met leierskapsgedrag/-kenmerke wat verband hou met integriteit toeganklikheid en objektiwiteit hul tot deelname aan verandering motiveer. Navorsing toon ook dat leierskapspotensiaal en die behoefte aan leierskapsontwikkeling by respondente teenwoordig is. Navorsing het bevestig dat leierskap 'n effek op verandering in 'n nie-winsgewende organisasie het. / This research aims to establish whether leadership has an effect on change in a not-for-profit organisation. A literature and empirical study were conducted. Literature indicated that change in organisations is a reality and that organisations need to appoint change agents in order to facilitate the change process. Research has shown that change in noHor-profit organisation was caused by external influences and indicated that confusion exists as to whom the role and responsibility of change agent belongs to. Respondents indicated that they were generally positive about the frequency and way in which change was communicated but they indicated both positive and negative behavioral reactions to change. The transformational leadership style is highlighted as the best leadership style to manage change. The transformational leadership style with leadership behavior such as integrity, approachability and objectivity motivates respondents to participate in the change process. Research also indicated that respondents have leadership potential and have a need for leadership development. This study confirmed that leadership has an effect on change in a not-for-profit organisation.

本研究旨在探討競值架構下國民小學校長領導行為、學校組織文化與教師教學效能之間的關聯。研究採用調查研究法，以新北市公立國民小學教師為對象，共發出748份問卷，共獲得有效問卷646份，有效問卷回收率為86.36％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下十一項結論： 一、國民小學校長領導行為在中上水準，以競爭層面表現較突出。 二、國民小學組織文化表現達中上水準，趨向於團隊和層級層面。 三、國民小學教師教學效能平均達高表現水準，以良好學習氣氛得分最高、教學計畫準備得分最低，且顯著低於其他四個教學效能層面。 四、國民小學校長領導行為與學校組織文化以右上象限層面得分均低。 五、教師職務在校長領導行為方面有差異、教師年齡、學歷、服務年資與職務在教學效能上有差異。 六、校長年齡在校長領導行為與學校組織文化方面有差異。 七、學校規模、所在地、校齡在校長領導行為、學校組織文化與教師教學效能均有顯著差異。 八、校長領導行為、學校組織文化與教師教學效能之間具有顯著正相關。 九、校長領導行為、學校組織文化與教師教學效能之間具有顯著預測力。 十、校長領導行為與學校組織文化不僅與對應象限的分層面有正相關與預 測力，與非對應象限甚至對立象限的層面也有顯著正相關與預測力。 十一、校長領導行為可顯著影響教師教學效能，也可透過學校組織文化的 中介作用，正向影響教師教學效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面： (一) 建立回饋機制，使校長瞭解自身領導風格，靈活轉換各種領導行為，並善用競爭領導優勢，成為學校成員學習的榜樣。 (二) 校長應瞭解並協助學校成員認識學校組織文化類型，透過形塑願景與組織對話，使組織在文化生命週期中有效能的運作。 (三) 教師應兼顧每一個教學效能層面，並加強提升教學計畫準備。 (四) 校長應培養創新的領導能力，帶動發展革新求變的組織文化氛圍。 (五) 校內應建立教師教學對話與教學研討機制，藉以傳承資深優良教師教學經驗與觀摩學習。 (六) 校長對於經營校務發展應勇於任事、完全承擔，不應因性別、年齡、學歷、到任時間自我設限，虛與尾蛇。 (七) 校長與學校成員應詳加瞭解所處學校環境，研擬策略面對學校所處位置之有利與不利條件，以營造學校文化及提升教學效能。 (八) 校長應不斷強化自身領導的能力與行為複雜度，並且形塑優質學 校組織文化，以提升教師教學效能表現。 (九) 校長與學校成員應建立深厚的教育夥伴情感，體認共享學校教 育成果之重要性與榮辱休戚與共的使命感，以提供良好教育環境。 (十) 校長應展現兼容並蓄的多元領導風格，以面對諸多領導弔詭與兩 難的困境。 (十一) 營造兼容並蓄學校組織文化，發揮促進教師教學效能中介效果。 二、未來研究方面： 本研究分別就研究對象、研究變項、研究方法，對未來研究提出建議。 / The objective of this study is to understand the relationships among principal’s leadership behavior, school organizational culture and teaching effectiveness in elementary schools by Competing Values Framework. Study on survey research. A total of 646 usable questionnaires were collected from 748 teachers of public elementary schools in New Taipei City. The effective response rate was 86.36％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.Principal’s leadership behavior performance of public elementary schools achieves upper-moderate level, and “Compete” is the highlight among all of the dimensions. 2.School organizational culture performance of public elementary schools achieves upper-moderate level, and “Clan” and “Hierarchy” are the highlight among all of the dimensions. 3.The perception of teacher’s teaching effectiveness gets high score level, and “Good instructional climate ” is the highlight among all of the dimensions of teaching effectiveness, and "teaching plan preparation" is significantly weaker than the others four dimensions. 4.Both of principal’s leadership behavior and school organizational culture of public elementary schools in upper right quadrant of CVF scores are low. 5.There is a significantly divergence for “teacher job position” in principal’s leadership behavior and such as teachers’ “age”, “education”, “srevice year” and “job position”, there is a significant divergence in teaching effectiveness. 6.There is a significant divergence for “principal age” between principal’s leadership behaviors and school organizational cultural. 7.Such as “ school size”, “ location” and “school history”, there are significant divergences among principal’s leadership behaviors , school organizational cultural and teaching effectiveness. 8.There are significant positive correlation among principal’s leadership behavior, school organizational culture and teaching effectiveness. 9.There are significant predictive power among principal’s leadership behavior, school organizational culture and teaching effectiveness. 10.Between principal’s leadership behavior and school organizational culture are not only the corresponding quadrant, but also the non- corresponding and even opposing corresponding quadrants, and there are significant positive correlation and predictive power. 11.Principal’s leadership behavior could positively affect teaching effectiveness through the mediate effect of school organizational culture. Otherwise, this study provides suggestions of practical application and future study respectively.

The purpose of this study was to examine the differences of student-athletes' preferred leadership behavior for their coaches based on gender, competition level, task dependence, and task variability. Four hundred and eight male and female student-athletes from four NCAA Division I and six Division II universities expressed their preferences using the Revised Leadership Scale for Sport (RLSS) (Zhang, Jensen, & Mann, 1997). The preference version of the RLSS included six behavior dimensions, autocratic, democratic, positive feedback, situational consideration, social support, and training and instruction behaviors. A split-plot ANOVA was performed on the individual preference scores grouped by gender, competition level, task dependence, and task variability for the six dimensions of coaching behavior. The ANOVA also computed interactions. Fisher's LSDs were performed on all significant interactions. Among genders, the ANOVA demonstrated a significant gender by level interaction for democratic behavior. Fisher's LSD failed to detect any significant interactions. Among competition levels, the ANOVA demonstrated a significant task dependence by level interaction for autocratic behavior. Division I independent sport student-athletes had significantly higher preferences than Division II independent sport student-athletes. A significant task variability by level interaction revealed Division I open sport student-athletes had significantly greater preferences for autocratic behavior than did Division II open sport student-athletes. The results also demonstrated a significant task dependence by level interaction for democratic behavior. Division I independent sport student-athletes showed significantly greater preferences for democratic behavior than Division I interdependent sport student-athletes and Division II independent sport student-athletes showed significantly greater preferences than did Division II interdependent sport student-athletes. Independent sport student-athletes, regardless of gender or competition level, showed significantly greater preferences for democratic, positive feedback, situational consideration, and social support behaviors. The results also indicated a significant task variability by level interaction for autocratic behavior. Division I open sport student-athletes had significantly greater preferences for these coaching behaviors than Division I closed sport student-athletes. Open sport student-athletes, regardless of gender or competition level, had significantly greater preferences for democratic, positive feedback, and social support behaviors. The results demonstrate support for a portion of the multidimensional model of leadership (Chelladurai, 1979; 1990) with differences in behavior preferences based on student-athlete characteristics of competition level, task dependence, and task variability. The results may aid in the evaluation of coaching behavior and coaching method and in defining training preparation programs that would enhance the congruence between student-athlete behavior preferences and actual coaching behaviors. The results suggest the use of the multidimensional model of leadership and the related instruments for future investigations of sport leadership behavior.

Text in Afrikaans, summary in Afrikaans and English / Hierdie studie is onderneem om die effek van leierskap op verandering in 'n nie-winsgewende organisasie te bepaal. 'n Literatuur- en 'n empiriese studie is onderneem. Literatuur beklemtoon dat verandering 'n realiteit in 'n organisasie is, 'n veranderingsagent die proses moet dryf en dat die transformasieleierskapstyl die gewenste styl vir veranderingsbestuur is. Navorsing toon dat verandering vanwee ekstreme invloede wel voorkom. Verwarring ten opsigte van wie die rol en verantwoordelikheid as veranderingsagent moet vertolk kom egter in die navorsing na vore. Die wyse en frekwensie waarop kommunikasie ten opsigte van verandering plaasgevind het, word oor die algemeen positief deur die respondente ervaar, maar respondente toon egter ook positiewe en negatiewe gedragsreaksies aan ten opsigte van verandering. Respondente toon dat die transformasieleierskapstyl met leierskapsgedrag/-kenmerke wat verband hou met integriteit, toeganklikheid en objektlwiteit hul tot deelname aan verandering motiveer. Navorsing toon ook dat leierskapspotensiaal en die behoefte aan leierskapsontwikkeling by respondente teenwoordig is. Navorsing het bevestig dat leierskap 'n effek op verandering in 'n nie-winsgewende organisasie het. / This research aims to establish whether leadership has an effect on change in a not-for-profit organisation. A literature and empirical study were conducted. Literature indicated that change in organisations is a reality and that organisations need to appoint change agents in order to facilitate the change process. Research has shown that change in not-for-profit organisation was caused by external influences and indicated that confusion exists as to whom the role and responsibility of change agent belongs to. Respondents indicated that they were generally positive about the frequency and way in which change was communicated but they indicated both positive and negative behavioral reactions to change. The transformational leadership style is highlighted as the best leadership style to manage change. The transformational leadership style with leadership behavior such as integrity, approachability and objectivity motivates respondents to participate in the change process. Research also indicated that respondents have leadership potential and have a need for leadership development. This study confirmed that leadership has an effect on change in a not-for-profit organisation. / Social Work / M.Diac. (Maatskaplike Werk-rigting)

本研究旨在應用競值架構探討國民小學校長領導行為、學校組織文化與學校組織效能之間的關聯性。研究採用調查研究法，以台灣地區公立國民小學教師為對象，總共發出1060份問卷，問卷回收率為89.91％，有效問卷回收率則為84.81％。正式問卷回收之後，分別以單因子單變量變異數分析、單因子多變量變異數分析、集群分析、區別分析、皮爾森積差相關、迴歸分析（簡單、多元及調節迴歸）、階層線性模式及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下九項結論： 一、國民小學校長領導行為在競爭行為層面上的表現最突出。 二、國民小學組織文化特性趨向層級節制和朋黨組織文化。 三、國民小學學校組織效能在內部過程模式上的表現最佳。 四、校長領導行為、學校組織文化與學校組織效能之間具有正向關聯。 五、校長領導行為表現愈佳及複雜性愈高，有助於塑造學校組織文化與提升 學校組織效能。 六、學校組織文化的特性愈強及複雜性愈高，能促使學校組織效能之表現愈 佳。 七、校長領導行為與學校組織文化之趨同程度愈高，學校組織效能之表現並未 愈佳。 八、校長領導行為與學校組織效能之關聯是否受學校組織文化所調節，須視學 校組織文化之分析層次而定。 九、校長領導行為可透過學校組織文化的中介作用，正向影響學校組織效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面 （一）以競值架構之量表診斷學校組織行為 （二）展現兼容並蓄之領導作風 （三）提升領導行為之複雜性 （四）著重組織文化之型塑 （五）營造兼容並包的組織文化 （六）各種組織效能模式應兼籌並顧 二、未來研究方面 分別就研究對象、研究變項、研究方法、統計分析方法以及行為複雜性之檢測方式等方面，對未來的研究提出建議。 / The purpose of the study was to investigate the relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness by utilizing competing values framework. The research method this study adopted is survey research. Data were collected from 1060 teachers of elementary schools in Taiwan. The response rates were 89.91％; the usable rates were 84.81％. The collected data were analyzed by using the statistical methods of one-way ANOVA, one-way MANOVA, cluster analysis, discriminant analysis, Pearson product-moment correlation, regression analysis (simple regression, multiple regression, and moderated regression), hierarchical linear modeling, and structural equation modeling. The conclusions of this study are: 1.Among all of the dimensions of principal’s leadership behavior, “Compete” is the dominant in the elementary schools. 2.Among all of the dimensions of school organizational culture, “Hierarchy” and “Clan” are the dominant in the elementary schools. 3.Among all of the dimensions of school organizational effectiveness, “Internal Process” is the dominant in the elementary schools. 4.There are positive relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness. 5.The principals with better leadership performances and higher behavioral complexity tend to shape school organizational culture and enhance school organizational effectiveness. 6.The schools with stronger organizational cultures and higher cultural complexity could improve school organizational effectiveness. 7.The hypothesis that the higher the congruence between principal’s leadership behavior and school organizational culture is, the better the school organizational effectiveness is could not be supported. 8.Whether the relationship between principal’s leadership behavior and school organizational effectiveness could be moderated by school organizational culture depends on the level of analysis of school organizational culture. 9.The principal’s leadership behavior could positively affect school organizational effectiveness through the mediated effect of school organizational culture. In addition, this study provides suggestions respectively on the aspect of practical application and future study.

本研究是以部屬的角度，一則探討「部屬對主管領導行為的知覺」與「部屬對主管互動反應」之內容；二則探討上述兩者間的關係；三則分析上述的關係，是否會受到「部屬與主管的關係基礎」及「主管領導可替代性」的影響。此外，本研究亦分析「部屬對主管領導行為的知覺」是否透過「部屬對主管互動反應」，進而影響部屬本身的四種工作行為。 研究採問卷調查的方式進行，由受試者針對現任主管領導行為的知覺，及其對主管在互動上的反應，和其他工作行為表現加以評量。調查的對象是575名未擔任主管工作且與評估主管共事半年（含）以上的員工。研究的結果顯示： 一、部屬知覺主管領導行為的因素為「酬賞協助」、「管理要求」、「品格風範」、「關懷可親」四項。 二、部屬對主管互動反應的因素為「信任敬仰」、「互動感受」、「任務配合」、「額外付出」、「意見反應」、「情感親近」六項。 三、「部屬對主管領導行為的知覺」與「部屬對主管互動上的反應」有關。其中，部屬對主管「品格風範」的知覺，與其對主管的「信任敬仰」、「任務配合」、「互動感受」、「額外付出」四項互動上的反應有顯著的相關；而部屬對主管「關懷可親」的知覺，則與其對主管「情感親近」、「信任敬仰」、「意見反應」、「互動感受」、「額外付出」五個互動上的反應有顯著的相關。部屬對主管「酬賞協助」的知覺，則與其對主管的「信任敬仰」、「額外付出」、「情感親近」三個互動上的反應有顯著的相關；而部屬對主管「管理要求」的知覺，則與其對主管的「任務配合」呈現顯著的正相關，但與部屬對主管的「互動感受」、「情感親近」呈現顯著的負相關。 四、「部屬對主管領導行為的知覺」與「部屬對主管互動反應」間的關係，會受到「部屬與主管的關係基礎」與「領導可替代性」的影響。當部屬知覺主管的「人情體恤」領導表現較高時，「關係基礎」可以提升部屬對主管的「整體互動反應」；但是當部屬知覺主管的「人情體恤」領導表現較低時，「關係基礎」並不會對部屬與主管的「整體互動反應」有所幫助。 此外，在部屬知覺主管「人情體恤」的領導表現較高時，「領導可替代性」愈高，則部屬與主管的「整體互動反應」愈好；相反地，當部屬知覺主管「人情體恤」領導表現較低時，「領導可替代性」愈高，反而會使得部屬與主管的「整體互動反應」變差。 五、「部屬對主管領導行為的知覺」會透過「部屬對主管互動反應」，影響部屬本身的工作行為中的工作意願與離職意願。 在研究討論中，研究者以相關研究與上述結果進行對話。最後，研究者回顧本研究的可能限制，並據此分析未來研究的可能方向。 第一章 研究動機與目的……………………………………… 1 第二章 文獻探討……………………………………………… 5 第一節 何謂領導……………………………………………… 5 第二節 以領導者為中心的領導互動論……………………… 6 第三節 以部屬觀點建構的領導互動論……………………… 14 第三章 探索性研究…………………………………………… 45 第一節 部屬對主管領導行為的知覺………………………… 46 第二節 部屬與主管互動時所採用的互動反應與互動法則… 53 第四章 研究問題、架構、假設……………………………… 59 第一節 研究問題與架構……………………………………… 59 第二節 研究問題與假設……………………………………… 59 第五章 研究方法……………………………………………… 65 第一節 研究對象……………………………………………… 65 第二節 研究工具……………………………………………… 67 第三節 研究程序……………………………………………… 76 第六章 研究結果……………………………………………… 77 第一節 研究假設的驗證……………………………………… 77 第二節 「主管領導行為」與「部屬自評工作行為」的關係 99 第三節 「主管領導行為」向度與以往領導研究比較 ……… 103 第四節 不同組織類型的部屬，對主管領導行為知覺與互動 反應的差異 …………………………………………… 106 第七章 結論、討論、研究限制與建議……………………… 109 第一節 結論…………………………………………………… 109 第二節 討論…………………………………………………… 111 第三節 研究限制與後續研究建議…………………………… 120 第四節 研究貢獻……………………………………………… 122 參考文獻………………………………………………………… 127 附錄………………………………………………………………

Text in Afrikaans, summary in Afrikaans and English / Hierdie studie is onderneem om die effek van leierskap op verandering in 'n nie-winsgewende organisasie te bepaal. 'n Literatuur- en 'n empiriese studie is onderneem. Literatuur beklemtoon dat verandering 'n realiteit in 'n organisasie is, 'n veranderingsagent die proses moet dryf en dat die transformasieleierskapstyl die gewenste styl vir veranderingsbestuur is. Navorsing toon dat verandering vanwee ekstreme invloede wel voorkom. Verwarring ten opsigte van wie die rol en verantwoordelikheid as veranderingsagent moet vertolk kom egter in die navorsing na vore. Die wyse en frekwensie waarop kommunikasie ten opsigte van verandering plaasgevind het, word oor die algemeen positief deur die respondente ervaar, maar respondente toon egter ook positiewe en negatiewe gedragsreaksies aan ten opsigte van verandering. Respondente toon dat die transformasieleierskapstyl met leierskapsgedrag/-kenmerke wat verband hou met integriteit, toeganklikheid en objektlwiteit hul tot deelname aan verandering motiveer. Navorsing toon ook dat leierskapspotensiaal en die behoefte aan leierskapsontwikkeling by respondente teenwoordig is. Navorsing het bevestig dat leierskap 'n effek op verandering in 'n nie-winsgewende organisasie het. / This research aims to establish whether leadership has an effect on change in a not-for-profit organisation. A literature and empirical study were conducted. Literature indicated that change in organisations is a reality and that organisations need to appoint change agents in order to facilitate the change process. Research has shown that change in not-for-profit organisation was caused by external influences and indicated that confusion exists as to whom the role and responsibility of change agent belongs to. Respondents indicated that they were generally positive about the frequency and way in which change was communicated but they indicated both positive and negative behavioral reactions to change. The transformational leadership style is highlighted as the best leadership style to manage change. The transformational leadership style with leadership behavior such as integrity, approachability and objectivity motivates respondents to participate in the change process. Research also indicated that respondents have leadership potential and have a need for leadership development. This study confirmed that leadership has an effect on change in a not-for-profit organisation. / Social Work / M.Diac. (Maatskaplike Werk-rigting)