校長轉型、交易領導與教師工作滿意關係之後設分析

Meta-analysis of Transformational and Transactional School Leadership Effects on Teacher's Job Satisfaction

本研究旨在利用後設分析的方法，分析國內有關探討校長轉型、交易領導與教師工作滿意關聯之博碩士論文（1995-2005年間），以鉅觀的角度瞭解校長轉型、交易領導與教師工作滿意之關聯性。研究得到以下四項結論：一、校長轉型領導整體層面與教師工作滿意之間存在正向關聯，問卷回收率在變項關聯上具有調節作用。校長轉型領導之所有分層面皆與教師工作滿意成正向關聯。二、校長交易領導整體層面與教師工作滿意之間存在正向關聯，研究人數、研究區域範圍、學校教育層級三者在變項關聯上具有調節作用。校長交易領導中的「後效酬賞」與「例外管理」分層面與教師工作滿意之間存在正向關聯。三、「主動」例外管理與教師工作滿意之間存在正向關聯。研究雖顯示「被動」例外管理與教師工作滿意之間未具關聯，然變項間確切之關聯性仍有待釐清。四、校長轉型領導與交易領導相較下，校長轉型領導與教師工作滿意之關聯性較強。

Transformational approaches to leadership have increasingly been advocated for schools while transactional leadership still has been widely practiced by the principals for the purpose of an exchange of valued things with the teachers. Using a meta-analysis technique， this study investigated the overall relationships of both transformational and transactional leadership with teacher’s job satisfaction. Data were collected from 18 independent studies from 1995 to 2005. The major findings of this study are as following: 1. The positive relationships between transformational leadership and teacher’s job satisfaction did exist while the response rate of survey was found as a significant moderator. 2. The contingent rewards and active management by exception of transactional leadership had the positive relationships with the teacher’s job satisfaction while the number of subjects， the research areas， and school level were found as the significant moderators. 3. Since the passive management by exception of transactional leadership was not found to have significant relationships with the teacher’s job satisfaction with the possibility of the limited studies selected in this study， future researches were suggested to do the further clarification. 4. Compared to transactional leadership， the transformational leadership behaviors of principal were found to have stronger positive correlations with the teacher’s job satisfaction.