中小學校長完全領導對學校效能之中介模型異同探析

A Comparison of Mediation Models of Principal Total Leadership on School Effectiveness in Primary and Secondary Schools

本研究旨在以學校文化與教師承諾等可能中介變項，比較中小學校長完全領導對學校效能之中介模型異同，並探究校長自評與教師評量校長完全領導情形之差異。採用問卷調查，以高雄中小學862位教師（國小282位、國中282位、高中298位）及90位校長（國小、國中、高中各30位）為研究樣本，進行平均數差異、階層迴歸及結構方程模式等檢驗。主要結論有：一、校長完全領導、學校文化、教師承諾與學校效能現況在中上程度，校長自評校長完全領導情形高於教師評量校長；二、學校層級具有顯著預測力，且男性、年資淺、私校、國小及高中教師知覺較高校長完全領導、學校文化、教師承諾與學校效能；三、校長完全領導可藉學校文化、教師承諾完全中介作用，正向預測學校效能，惟國小比國、高中多了一條學校文化完全中介路徑。根據結果提出教育政策建議參考。

This study aimed to compare the mediation models of principal total leadership on school effectiveness among primary and secondary schools. There were two possible mediation variables, school culture, and teacher commitment. In addition, it explored the difference between the principal’s self-evaluation and the teachers’ evaluation of their principal’s total leadership. A questionnaire survey was conducted that involved 862 teachers and 90 principals in Kaohsiung (282 teachers and 30 principals in primary schools; 282 teachers and 30 principals in junior high schools; 298 teachers and 30 principals in senior high schools). Mean difference analysis revealed the current status of principal total leadership, school culture, teacher commitment, and school effectiveness was each above average. Principals’ self-evaluation was above the teacher’s evaluation in principal total leadership. Notably, hierarchical regression revealed the educational stage was predictive significantly. And those who were male, younger, in the private school, in the primary or senior high school perceived higher principal total leadership, school culture, teacher commitment, and school effectiveness. Moreover, structural equational modeling revealed that the principal total leadership could positively predict school effectiveness through the complete mediation of school culture and teacher commitment. However, the model of primary schools had an extra special complete mediation path of school culture. Based on the findings, recommendations were offered as references.