校長教學領導對教師組織承諾影響之研究   免費試閱

The Research on the Effect of Principals’ Instructional Leadership on Teachers’ Organization Commitment

本研究主要目的在探討高中職校長教學領導對教師組織承諾之影響，以及不同背景變項之校長教學領導與教師組織承諾的差異性分析。本研究採問卷調查方法，針對校長教學領導與教師組織承諾兩個變項進行研究。本研究首先由文獻探討分析中，建立研究架構及理論基礎，正式問卷施測後，以回收有效樣本786位高中教師之問卷為研究資料，分別以描述性統計、t考驗與變異性分析等統計方法，進行資料分析。
根據研究分析，本研究認為教育行政主管機關應培養校長教學領導專業知能、建立教師專業成長機制與評鑑辦法及強化校長教學領導共識。高中校長應能積極扮演教學領導者的角色、培養良好的溝通能力及重視教師努力意願、提升教師組織承諾知覺。高中教師應能建立教師專業知能、協商制定教師評鑑與協助校長教學領導。
研究結果顯示：一、現行高中校長教學領導與教師組織承諾之整體表現良好；二、不同背景變項之高中校長教學領導對教師組織承諾有顯著差異；三、不同程度之校長教學領導對教師組織承諾的影響有顯著差異。

The purpose of this study is to explore the relationship among principals’ instructional leadership, and teachers’ organization in senior high schools and the different effects from the different background factors. This study adopted questionnaire survey research methods, aiming the relations among principals’ instructional leadership, and teachers’ organizational commitment. First, the research frame and theory were established based on the literature analysis. The 786 senior high teachers’ questionnaires were used as research data and some statistical techniques such as t-test, and ANOVA were employed.
The study analysis to the educational administrative institutes: Develop principals’ professional knowledge; Establish mechanism for teachers’ professional development and assessment and strengthen the commitment of principals’ instructional leadership. The suggestions to the public senior school principals: Play a more active role as instructional leaders; Develop sound communication skills and Value teachers’ devotion to teaching and raise the awareness of teachers’ organizational commitment. The suggestions to public senior high school teachers: Develop teachers’ professional knowledge and establish teachers’ evaluation and help principals’ instructional leadership, and promote teachers’ teaching effectiveness.
The major findings from this study are as follows: 1. The overall performances of principals’ instructional leadership, and teachers’ organizational commitment are good. 2. The effects of different background variables on principals’ instructional leadership, and teachers’ organizational commitment are statistically significant. 3. The effects of principals’ instructional leadership on teachers’ organizational commitment are significantly different.