國民小學校長凝聚力領導能力指標之建構

The Construction of Elementary School Principals’ Coherent Leadership Competence Indicators

凝聚力是組織成員向心力和共識的程度，更是學校永續發展的關鍵。本研究旨在建構國民小學校長凝聚力領導層面及能力指標、影響關係與權重體系。首先，依據文獻探討之結果初擬國民小學校長凝聚力領導層面及能力指標，邀請13位學者專家進行專家效度檢核，並透過分層隨機抽樣，抽取519位國民小學校長進行問卷調查，回收377份有效問卷，運用SPSS、AMOS軟體，進行項目分析及驗證性因素分析，確認國民小學校長凝聚力領導層面及能力指標。再者，邀請14位國民小學校長及學者專家進行準則問卷調查，運用決策實驗室分析基礎之網路層級分析法，建構各項能力指標之影響關係與權重體系。本研究發現：一、國民小學校長凝聚力領導包含四個層面、20項指標，具有信、效度。二、四個層面之間存在依存關係，彼此相互影響。三、四個層面依其權重大小，分別為合作文化、聚焦方向、深化學習、績效責任。最後，提出具體建議，作為未來國民小學校長凝聚力領導實踐與研究之參考。

This study aimed to construct elementary school principals’ coherent leadership competence indicators, as well as the indicators’ relationships of effects and weight system. The construction included three stages. During the first stage, the dimensions and indicators of elementary school principals’ coherent leadership were developed based on literature review, and they were validated by 13 experts. Then, stratified random sampling was conducted; 519 elementary school principals were invited to fill out the questionnaire, and 377 of them returned with a valid questionnaire. By using SPSS and AMOS, item analysis and confirmatory factor analysis were conducted. During the second stage, 14 scholars and experts were invited to fill out the expert questionnaire. By using DEMATEL, INRM of dimensions and indicators were created. During the third stage, by using DANP, the relationships of effects among indicators and weight system were established. The findings of this study indicated: First, there are four dimensions and 20 indicators of elementary school principals’ coherent leadership; Second, there is an interdependent relationship between the four dimensions and they influence each other; Third, the four dimensions are, in order of importance, collaborative cultures, focusing direction, deepening learning, and securing accountability. Finally, specific suggestions were offered for leadership practice and future research.