本研究旨在瞭解目前臺北市國民中學校長空間領導、學校組織變革與教師效能的現況，以探討國中教師知覺校長空間領導、學校組織變革與教師效能之差異情形，俾以瞭解三個變項間之關聯 ，並採問卷調查法以臺北市公立國民中學教師為母群體，共發出828份問卷，回收721 份問卷，回收率為 87.1%，有效問卷共588 份，可用率為71.0%，以描述性統計、t 考 驗、單因子變異數分析、皮爾森積差相關、迴歸分析、以及結構方程模式等統計分析，並據分析結果作成以下結論：
一、臺北市國民中學校長空間領導達到中高程度表現，在「融入課程教學」層面的表現最佳，而「使用者共同參與」仍有精進空間。
二、臺北市國民中學學校組織變革達到中高程度，以「教育科技創新」層面認同度最高，而「組織文化」層面得分數較低。
三、臺北市國民中學教師效能達到高程度表現，以「教學策略效能」層面的表現最佳，「引導學生效能」之知覺程度較低。
四、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者、學校規模13-24班、校齡21-40年 )，在知覺校長空間領導行為上顯著較高。
五、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者 )，在知覺學校組織變革上顯著較高。
六、臺北市國民中學教師在不同背景變項中( 男性、師範院校、教師兼主任者)，在知覺教師效能上顯著較高。
七、國民中學校長空間領導、學校組織變革與教師效能具有顯著正相關。
八、校長空間領導與學校組織變革對教師效能有預測力。
九、臺北市國民中學校長空間領導、學校組織變革與教師效能具有良好的適配度，且學校組織變革在校長空間領導與教師效能間扮演完全中介，故國民中學校長空間領導可透過學校組織變革對教師效能產生正向的間接影響。
本研究依研究結果提出建議，以供教育行政機關、學校決策以及未來研究參考。 / The purpose of this study was to understand the relationship among Junior High School Principals' Space Leadership, School Organizational Change and Teacher Efficacy in Taipei City. To investigate the perceptions of junior high school teachers on the correlations among the three variables mentioned above.
We employed questionnaire survey to investigate the subjects included public junior high school teachers in Taipei City. With the census-taking, we retrieved 721 from 828 questionnaires. The response rate of the questionnaire was 87% with the usable rate was 71% from 588 usable ones. The collected data was analyzed by using the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, regression analysis and structural equation modeling.
According to the results, these conclusions were reached statistically as follows.
1. The performance of principals’ space leadership was above average in the junior high school schools.“Curriculum Integration ” was the best among the four dimensions of the junior high school principals’ space leadership in Taipei City, and there was advancement on the situation about “User Participation” remained.
2. The performance of school organizational change reached a medium-high level in the junior high schools. The dimensions of “innovation of educational technology ” was the highest among all, and lower scores on “organizational culture”.
3. Teachers in the junior high schools evaluated the school “teacher efficacy ”as high. The score was highest in the dimension of "efficacy for instructional strategies" and the lowest in the dimension of “efficacy for student engagement.”
4. Male teachers, teachers serving as directors, teachers in schools with the size of 13-24 classes, and school age between 21 and 40 years had higher evaluations on their practice of space leadership with regard to principals.
5. Male teachers and teachers serving as directors had higher evaluations on school organizational change.
6. Male teachers, teachers serving as directors, and teachers graduating from normal schools had higher evaluations on teacher efficacy.
7. The relationship among principals’ space leadership, school organizational change and teacher efficacy was positively correlated.
8. The principals’ space leadership showed significant predictability on school organizational change and teacher efficacy, particularly in the dimension of “Curriculum Integration ”and “ core competencies of members”.
9. The structural equation model showed the well goodness-of-fit among principals’ space leadership, school organizational change and teacher efficacy. The results revealed that school organizational change fully mediated, and had positive indirect effect on principals' space leadership and teacher efficacy.
Suggestions had been made out from the results of this study for the reference of the education authority, decision-making of school administration, and further research.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0103911012 |
| Creators | 林靜詩 |
| 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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