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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0095911023 |
| Creators | 柯景煌 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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