國民中學校長文化領導、教師心理契約、教師社群互動與學校效能關係之研究

The Study of Relationship among Principals' Cultural Leadership, Teachers' Psychological Contract, Teachers' Community Interaction and School Effectiveness in Junior High School in Taiwan

本研究旨在探究台灣國民中學校長文化領導、教師心理契約、教師社群互動與學校效能的關係，了解國民中學校長文化領導、教師心理契約、教師社群互動與學校效能的現況，變項間的相關性和對學校效能的預測力。以問卷調查法進行實證資料之收集，自編「國民中學校長文化領導、教師心理契約、教師社群互動與學校效能調查問卷」，並以此為工具，依地理區域、學校規模，採分層隨機取樣方式，共計發出650份問卷，回收有效問卷數為598份，有效回收率為92%。問卷回收後以描述性統計、積差相關分析及逐步多元迴歸分析，進行研究分析。本研究結論如下: 一、國民中學校長文化領導為中高程度，文化形塑優於文化創新與文化維護 二、國民中學教師心理契約為中高程度，以專業維護最高，興革參與最低。 三、國民中學教師社群互動為中高程度，以共享願景最高，行動研究最低。 四、國民中學學校效能為中高程度，教師專業和外界支援並列最高，行政績效最低。 五、國民中學校長文化領導感知越佳、教師心理契約感受越深、教師社群互動越高，學校效能表現越好，彼此間均有顯著正向關聯。 六、行政績效、教學專業、學生表現、外界支援皆有最佳預測變項，因而影響整體學校效能最重要者為興革參與。 最後提出研究建議如下： 一、強化校長養成及進修機制，透過提升校長文化領導知能和孰悉教師心理契約內涵，促進學校整體效能。 二、校長應致力於形塑學校文化，讓所有教師擁有共同的文化願景和藍圖，同心齊力一起提升學校效能。 三、校長應鼓勵教師參與專業社群，讓教師們能透過專業對話、分享交流，提升教師教學成效，並促進整體學校效能 四、教師應積極參與學校興革措施，藉由校長的文化形塑和文化維護，凝聚教師情感，齊心投入學校發展，將有助於整體學校效能的提升。 五、未來研究可針對現有的研究限制進行修正，如全國性樣本數不足、缺少背景變項的差異性考驗及預測與相關研究取向的同質性太高等。並且可在未來研究中進一步探討四者之間的結構關係。 The aim of the study is to explore the relationship among four vari-ables, including principals’ cultural leadership, teachers’ psychological contract, teachers’ community interaction and school effectiveness in junior high school in Taiwan. Not only to understand the real situation among principals’ cultural leadership, teachers’ psychological contract, teachers’ community interaction and school effectiveness, but also to find the correlations with the variables and prediction toward school effectiveness. The survey is carried out with a self-made questionnaire “Sense of principals’ cultural leadership, teachers’ psychological contract, teachers’ community interaction and school effectiveness for junior high school teachers in Taiwan.” The questionnaire consists of 4 parts, including “principals’ cultural leadership for teachers”, “teachers’ psychological contract for teachers”, “teachers’ community interaction for teachers”, “school effectiveness for teachers.” The samples were selected by stratified random selection by geo-location and the scale of schools. There are 598 valid samples collected. The response rate is 92%. The data is analyzed using Description Statistics, Pearson Correlation Analysis and Multiple Regression Analysis. The conclusions for the study can be summarized as below. 1. For the principals’ cultural leadership measures of the sample, the rating for cultural shaping is higher than meaning of cultural innovation, and cultural maintenance. 2. For the teachers’ psychological contract measures of the sample, the rating for profession maintenance is the highest and evolution participation is the lowest. 3. For the teachers’ community interaction measures of the sample, the rating for sharing vision is the highest and action research is the lowest. 4. For the school effectiveness measures of the sample, the rating for teacher profession and social resources are both the highest and administration effectiveness is the lowest. 5. There exists a positive correlation between principals’ cultural leadership, teachers’ psychological contract, teachers’ community interaction and school effectiveness. 6. There exist predictors for administration effectiveness, teaching profession, student performance and social resources. The factor that influence the overall school effectiveness most is evolution participation. Last, the suggestions can be provided as below. 1. Strengthen the principal’s development and learning mechanism, and promote the school’s overall effectiveness by enhancing the principal’s cultural leadership and understanding the teacher’s psychological contract. 2. The principal should be committed to shaping the school culture so that all teachers have a common cultural vision and blueprint and work together to improve school performance. 3. The principal should encourage teachers to participate in the professional community so that teachers can enhance the effectiveness of teachers’ teaching and promote overall school effectiveness through professional dialogue and sharing of exchanges. 4. Teachers should actively participate in the school’s measures for the development of the school. With the cultural shaping and cultural maintenance of the principal, concentrating the teachers’ emotions and concentrating on the development of the school will contribute to the improvement of the overall school performance. 5. Future research can be revised for existing research constraints, such as insufficient national sample size, lack of background variables, and high homogeneity of predictions and related research orientations. And the structural relationship between the four can be further explored in future research.