校長轉型領導及教師自我效能之關係：團體凝聚力及教師集體效能之中介效果評估

The Relationship between Principles' Transformational Leadership and Teacher Self Efficacy: The Mediating Effects of Group Cohesionand Teacher Collective-Efficacy

本研究主要驗證校長轉型領導及教師自我效能之關聯，以及評估團體凝聚力及教師集體效能在其關聯中之中介效果。本研究透過叢集取樣選取11所台灣公私立高中，共計204名教師。研究工具主要採「校長轉型領導量表」、「教師團體凝聚力量表」、「教師集體效能量表」及「教師自我效能量表」等四份量表。統計分析採結構方程模型分析以探討校長轉型領導、教師團體凝聚力、教師集體效能及教師自我效能之間的關係。研究結果顯示：（一）教師集體效能在校長轉型領導與教師自我效能之間存在部份之中介效果。（二）教師團體凝聚力在校長轉型領導與教師集體效能之間存在部份之中介效果。（三）校長轉型領導會透過團體凝聚力及教師集體效能而間接影響教師自我效能。

The main purpose of this study is to examine the relationship of principal transformational leadership and teacher self efficacy and the mediating effects of group cohesion and teacher collective-efficacy. The subjects， 204 teachers in 11 senior high schools who stratified sampling in Taiwan， were administered by Principal Transformational Leadership Scale， Teacher Group Cohesion Scale， Teachers’ Collective Efficacy Scale， and Teachers’ Self Efficacy Scale. Structural Equation Modeling was used for the data analysis.The results of this study were as follows:1. teacher collective-efficacy had a part mediating effect on the relationship between principal transformational leadership and teacher self efficacy; 2. teacher group cohesion had a part mediating effect on the relationship between principal transformational leadership and teacher collective-efficacy; 3. principal transformational leadership had a significant indirect effect through teacher group cohesion and teacher collective-efficacy on teacher self efficacy.