國民小學校長正向領導與教師心理資本關係之研究：以學校組織變革為中介變項

Research on the Relationship Between the Positive Leadership of the Principals of the National Elementary Schools and the Psychological Capital of the Teachers: Use Organizational Change as an Intermediary Variable

本研究旨在了解國民小學教師知覺校長正向領導與教師心理資本的相關情形以及學校組織變革在校長正向領導與教師心理資本之中介關係。研究方法為文獻分析與問卷調查法，研究對象為臺灣地區公立國民小學教師，共發出1000份問卷，回收率83.1％，有效樣本共795份。問卷回收後分別以信效度分析、積差相關，以及結構方程模式等統計方法進行分析。研究結果顯示，國民小學教師知覺校長正向領導、學校組織變革與教師心理資本的相關良好，三者之間具有相關性，且影響關係模式適配度良好。本研究發現校長正向領導、學校組織變革與教師心理資本之間，學校組織變革具有完全中介的作用，意即校長正向領導除了直接影響教師心理資本，亦可透過學校組織變革來影響教師心理資本。本研究建議校長應善用正向領導引領教師心理資本，亦可發揮學校組織變革之中介作用，提升教師心理資本之程度。

The study empirically investigates the relationships among principals’ positive leadership, school organizational change, and teacher’s psychological capital. As well as teacher’s psychological capital school organizational change is the mediating between the positive leadership and the teacher’s psychological capital. The survey objects were elementary school educators across Taiwan area. The study issued a total of 1000 questionnaires, with the return rate of 83.1%, among which there were 795 questionnaires valid. Teachers were asked to measure the effectiveness of principals’ positive leadership, school organizational change and teacher’s psychological capital. This study used structural equation modeling with prospective data to test for model fit. The findings indicate that principals’ positive leadership positively affects school organizational change. Furthermore, school organizational change directly affects teacher’s psychological capital. Principals’ positive leadership also positively influences their teacher’s psychological capital achievement. The results suggest that the school should implement positive leadership to accelerate school organizational change in school operation in order to improve the whole teacher’s psychological capital.