本研究主要是探討國民中學校長轉型領導、交易領導與教師工作投入之間的關係。採問卷調查方式，以台北市、台北縣及桃園縣三縣市之公立國民中學之教師為調查對象，隨機各抽取若干所學校為樣本；再以簡單隨機抽樣的方式每校抽取10位教師，共抽取1070位教師為樣本。本研究問卷回收640份，剔除收回樣本資料填答不全者，合計有效樣本為593份，回收率為59.81﹪，可用率為55.42﹪。
一、 本研究結果有以下之結論：
（一）國民中學校長經常交互運用轉型和交易領導行為，且運用轉型領導行為多於交易領導行為。
（二）在不同年齡、男性教師、兼任行政職務的背景變項方面，國民中學教師所知覺校長轉型領導、交易領導行為有顯著差異。
（三）國民中學教師工作投入情況良好。以「工作專注」向度得分最高，「工作準備」向度次之，最後為「工作樂趣」向度。
（四）在不同年齡、已婚國中教師、兼任行政職務教師、學歷、年資等背景變項方面，國民中學教師工作投入有顯著差異。
（五）國民中學校長轉型領導行為級交易領導行為與教師工作投
入均呈現正相關。
（六）在國中教師整體工作投入之預測上，轉型領導之「啟發智
能」及個人背景變項之「年齡」、「性別」、「專任教師職務」等四個變項達到顯著水準。其聯合預測力或解釋國中教師整體工作投入的總變異量為24.0﹪，其中以「啟發智能」之預測力最佳。
二、 本研究建議如下：
（一）對教育行政機關的建議：
1.定期舉辦校長領導專業知能研習課程，增進國民中學校長對領導理論的瞭解及領導技巧的運用。
2.建立健全之國民中小學校長培訓制度，以培植優秀領導人才
3.制定完善的國民中學行政人員任用制度，以激勵教師工作投入
（二）對國民中學校長的建議
1.國中校長應綜合運用轉型領導與交易領導，以提高教師之工作投入。
2.鼓勵教師擔任行政職務、教學領導者，以促進教師工作參與感。
3.宜協助與關照資淺、年輕及未婚教師，以促進其工作投入
（三）對未來研究的建議
1.在研究對象方面，本研究有關校長轉型領導、交易領導係由教師的觀點來知覺校長領導行為，因此研究對象僅限於教師，未來的研究若能加入校長自評，使兩者可以相互參照驗證，將使研究內容更為豐富。
2.研究變項方面，建議後續研究者，就就工作投入而言，可就工作價值觀、工作意義、工作滿足、組織承諾等方面來探討。進一步求得較完整地全面性的瞭解。
3.研究工具方面，未來研究者可參考國內外量表自行修訂完善之研究工具，可考慮設計開放性題目，以更深入了解研究對象，讓研究結果更有價值。
4.增加研究方法，本研究因限於人力、時間的限制，故僅採問卷調查法，僅就數據分析結果，初步證實校長領導和教師工作投入之間相關具預測力，但未包含與人接觸的質化研究方法，建議後續研究者，利用深度訪談、參與觀察、個案研究、行動研究等方式，深入瞭解影響教師工作投入關鍵所在，找出更多、更有利的影響因素。 / This research mainly discusses the relation between the transformational leadership and transactional leadership of junior high school principals and the job involvement of junior high school teachers. Survey study is adapted and randomly selects numbers of samples in a pool of public junior high schools in Taipei city, Taipei county, and Tao Yuan county. Randomly simple selected selection in advance, 10 teachers in each sample school; totally 1070 teachers received questionnaires. 640 survey questionnaires were returned back and to be evaluated – rejecting those incomplete filling up and ending up with 593 valuable ones. Returning ratio was 59.81%; valuable ratio was 55.42%.
First, the result of the research comes to the following onclusions:
1.Junior high school principals often mutually utilize transformational and transactional leadership behaviors and utilize transformational leadership more often than transactional leadership.
2.From the background variable aspect, including the disparity in age, male teachers and concurrently taking a part in administration, there is an obvious difference in the perception of the teachers to the transformational and transactional leadership of their principals.
3.The job involvements of junior high school teachers are good. The phase of job dedication values the highest; the phase of job preparation values the next; the phase of job pleasure values the last.
4.From the background variable aspect, including the disparity in age, married teachers, concurrently taking a part in administration, educational background, and the years of teaching service, there is an obvious difference in the job involvement of junior high school teachers.
5.The transformational leadership behaviors of junior high school principals have positive correlation with the job involvement of the teachers and so do the transactional leadership behaviors.
6.In the prediction of the junior high school teachers’ whole job involvement, four variables, which are the inspiring intelligence of transformational leadership and age, sex, and exclusive teachers of personal background variables, reach the certain standard. To synthesize prediction or explain the whole job involvement of junior high school teachers, its total variation is 24.0% and especially, the prediction of inspiring intelligence is the best.
Second, this research suggests the followings:
(A) The suggestions to the educational governmental institutions:
1. To enhance the understanding of leadership theory and the utilization of leadership skills, the seminars specializing in the knowledge of leaderships to principals are held constantly.
2. To train excellent leaders, it is suggested to establish a complete training system to junior high school principals and elementary school principals.
3. To motivate the job involvement of teachers, it is suggested to set an engaging system for junior high school administrative personnel.
(B) The suggestions to junior high school principals:
1. To raise the job involvement of teachers, junior high school principals should mutually utilize transformational leadership and transactional leadership.
2. To press forward the job participation of teachers, the principals should encourage teachers to take a part in administration or to be teaching leaders.
3. Principals can help and look after those teachers who have fewer years in teaching service and are young, unmarried to promote their job involvement.
(C) The suggestions to further researches:
1. In the objects of the study, this research is limited to the teachers only. For the further study, it is good if the principals’ self-evaluations are considered to get reference in mutual verification. This will enrich the research content.
2. In the phase of the research variables, it is suggested to the following-up researchers; in speaking to the job involvement, they can take job values, job significance, and job satisfaction into discussions to get more entire, complete understanding.
3. In the phase of the research tool, it can be considered to design opening questions so that deeply understanding to the research objects is revealed which the result of the research more valuable.
4. It is suggested to the following-up researchers to enhance the research methods, such as, depth interview, participation and observation, case study, action study. For which, the pivotal point of effecting teachers’ job involvement can be deeply understood to discover more and advantageous influencing factors.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0090911018 |
| Creators | 黃麗米 |
| 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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