本研究旨在瞭解目前新北市國民小學校長分布式領導、教師工作壓力與學校創新經營效能的現況，分析不同背景變項下之教師，知覺校長分布式領導、教師工作壓力與學校創新經營效能之差異情形，並探討三者間之關係，最後探討校長分布式領導與教師工作壓力對學校創新經營效能之預測力分析。
本研究採問卷調查法，以新北市之公立國民小學教師為母群體，共計抽樣50所學校，發出800份問卷，回收707份，回收率約達88.4%；有效問卷668份，問卷回收可用率為94.5%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等統計方法加以分析與探討。本研究獲致之結論如下：
一、目前新北市國民小學教師知覺校長分布式領導為中高程度，以「領導能量的投
入」得分最高，「營造信任文化」得分最低。
二、目前新北市國民小學教師工作壓力感受為中低程度，以「工作負荷」壓力感受
最高，以「支持系統」壓力感受最低。
三、目前新北市國民小學教師知覺學校創新經營效能為中高程度，以「環境設備創
新效能」得分最高，「行政服務創新效能」得分最低。
四、新北市國民小學教師，因性別、年齡、最高學歷、服務年資、現任職務、校長
最高學歷與校長年資的不同，在知覺校長分布式領導上有顯著差異。
五、新北市國民小學教師，因性別、婚姻狀況、年齡、最高學歷、現任職務、學校
地區、校長年齡、校長最高學歷與校長年資的不同，在知覺教師工作壓力上有
顯著差異。
六、新北市國民小學教師，因性別、年齡、最高學歷、現任職務、學校規模、校長
性別、校長年齡、校長最高學歷與校長年資的不同，在知覺學校創新經營效能
上有顯著差異。
七、新北市國民小學校長分布式領導與教師工作壓力、教師工作壓力與學校創新經
營效能具低(弱)負相關；新北市國民小學校長分布式領導與學校創新經營效能
則具接近高(強)正相關。
八、新北市國民小學校長分布式領導與教師工作壓力對學校創新經營效能有顯著預
測作用，以「適當的變革時機」的預測力最佳。
最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究參考。 / The main purposes of this research are to understand the current situations of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools in New Taipei City, and to analyze the differences of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in terms of principals’ background, teachers’ background and school background in elementary schools. Furthermore, to explore the relationships among principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools. Finally, to predict the effectiveness of school innovation management by principal’ s distributed leadership and teacher’ s job stress.
To achieve the purposes, this research adopts a questionnaire survey and the population are teachers of public elementary schools in New Taipei City. The samples include 50 schools and 800 questionnaires were distributed. There were 707 questionnaires retrieved. The response rate of the questionnaire was 88.4%, and there were 668 valid questionnaires used finally in the statistical analysis, overall the usable rate was 94.5%.
A series of statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis are conducted to analyze the data collected. The conclusions of this research are as follows:
1.The perceptions from the elementary school teachers regarding principal’ s distributed leadership are medium-high level. The item “investment in leadership capacity” was the highest, and the item “a culture of trust” was the lowest.
2.The perceptions from the elementary school teachers regarding teacher’ s job stress are low-medium level. The item “work loads” was the highest, and the item “supporting system” was the lowest.
3.The perceptions from the elementary school teachers regarding the effectiveness of school innovation management are medium-high level. The item “innovative effectiveness of environment equipment” was the highest, and the item “innovative effectiveness of administrative service” was the lowest.
4.There are significant differences among gender, age, academic degree, service period, position, principal’s academic degree, and total service period as a principal in terms of principal’ s distributed leadership.
5.There are significant differences among gender, marriage, age, academic degree, position, school area, principal’s age, principal’s academic degree, and total service period as a principal in terms of teacher’ s job stress.
6.There are significant differences among gender, age, academic degree, position, school size, principal’s gender, principal’s age, principal’s academic degree, and total service period as a principal in terms of the effectiveness of school innovation management.
7.Teacher’ s job stress has low-negative correlation to principal’ s distributed leadership and the effectiveness of school innovation management. Principal’ s distributed leadership is medium-high-positively related to the effectiveness of school innovation management.
8.Both principal’ s distributed leadership and teacher’ s job stress serve a predictive function on the effectiveness of school innovation management, especially in the variable of principal’ s distributed leadership and the dimension of “a turning point”.
Based on the above conclusions, some suggestions and references are proposed for educational authorities, principals and teachers of elementary schools, and future research.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0101911004 |
| Creators | 黃國政 |
| 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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