新北市國民小學校長正向領導與教師教學效能關係之研究

A Study on the Relationship Between the Principals’Positive Leadership and Teachers’Teaching Effectiveness in Elementary Schools of New Taipei City

校長正向領導是影響教師教學效能的重要因素，本研究旨在瞭解校長正向領導與教師教學效能之關係、差異及相關情形。以調查研究法，研究對象為新北市69所國小教師，有效問卷542份。資料處理以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等方式進行統計分析。研究結果顯示國小教師對校長正向領導知覺良好、對教師教學效能知覺良好、校長正向領導與教師教學效能具有顯著正相關，並具有顯著預測力。在不同背景變項（性別、教育程度、擔任職務及學校規模）之國小教師知覺校長正向領導有顯著差異；在不同背景變項（性別及學校規模）在知覺教師教學效能上，有顯著差異。

"Principals’ positive leadership is major contributing factor in teachers’ teaching effectiveness. The purpose of this study is to investigate the status of principals’ positive leadership and teachers’ teaching effectiveness and to explore the relationship between the two items. Questionnaire survey method is adopted in this study. The samples include the teachers in 69 schools in new Taipei City. There were 542 valid questionnaires used in the statistical analysis. All data processing was analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and Multiple regression. Overall, the perception of the elementary school teachers toward the principals’ positive leadership and teachers’ teaching effectiveness is good. There are positive correlations and significant predictive power between principals’ positive leadership and teachers’ teaching effectiveness. There are significant differences in the elementary school teachers’ perception of principals’ positive leadership in terms of gender, academic backgrounds, positions and working school scales. There are significant differences in the elementary school teachers’ perception of teachers’ teaching effectiveness in terms of gender and working school scales."