高雄公立高中職校長服務領導、教師工作投入與學校效能之徑路模式探析

A Path Model Analysis on Principal Service Leadership, Teachers' Job Involvement, and School Effectiveness in Public Vocational and Senior High Schools in Kaohsiung City

本研究旨在瞭解高雄公立高中職校長服務領導、教師工作投入與學校效能之現況與徑路模式。研究方法採用問卷調查法，抽樣方法是分層隨機抽樣，研究對象是367位高雄公立高中職教師。利用描述統計、t檢定、變異數分析、積差相關、逐步多元迴歸等方法進行分析。結果如下：一、教師知覺整體校長服務領導以「關懷溝通」最高、教師工作投入以「工作認同」最高、學校效能以「教師專業品質」最高，皆屬中上程度；二、校長服務領導、教師工作投入、學校效能，整體現況因年齡、擔任職務、學校規模、校長性別不同而有所差異；三、校長服務領導、教師工作投入與學校效能間均有低到中度正相關；四、校長服務領導與教師工作投入兩者都可預測學校效能，其中以「型塑願景」與「工作認同」最具預測力；五、校長服務領導可藉由教師工作投入之部分中介，進而正向預測其學校效能。依據研究結果，提出建議俾供教育機關、學校單位及未來研究之參考。 The main purpose of this study is to understand the current status and path model of principal service leadership, teachers' job involvement, and school effectiveness in public vocational and senior high schools in Kaohsiung City. This study adopted questionnaire survey as the research method and adopted stratified random sampling as the sampling method. The research subjects were 367 teachers serving in public vocational and senior high schools in Kaohsiung City. This study used methods, such as descriptive statistics, t test, ANOVA, product-moment correlation, and multiple stepwise regression analysis, to perform analyses. The results are as follows: (1) For the overall principal service leadership perceived by teachers, “care and communication” was the highest; for teachers' job involvement, “job identity” was the highest; for school effectiveness, “teachers' professional quality” was the highest (all were moderate and above); (2) the overall current status of principal service leadership, teachers' job involvement, and school effectiveness varied with age, post, school scale, and gender of principal; (3) there was a low to moderate positive correlation among principal service leadership, teachers' job involvement, and school effectiveness; (4) principal service leadership and teachers' job involvement both could predict school effectiveness; the predictive power of “shaping vision” and “job identity” was the highest; (5) principal service leadership could further positively predict school effectiveness through the partial intervening effect of teachers' job involvement. According to the research results, this study proposed suggestions as reference for educational authorities, school units, and future research.