以校長校務治理為調節角色探討學校組織氣氛對偏遠地區教師留任意願之影響

The Influence of School Institutional Climate on Teachers’ Retention in Remote Areas: The Moderating Role of the Principals’ School Governance

多年來，偏遠地區教師流動問題一直是臺灣教育亟需解決的重要議題。本研究旨在探討偏遠地區與極度偏遠或特殊偏遠地區學校教師和校長校務治理、學校組織氣氛以及教師留任意願之關係，並進一步分析校長校務治理對於學校組織氣氛和教師留任意願關係間的調節效果。本研究以分層隨機抽樣選取776位偏遠地區學校教師為研究對象，採用具備良好信、效度的「校長校務治理」、「學校組織氣氛」與「教師留任意願」量表作為研究工具。透過實徵資料的蒐集，利用多變量變異數分析、皮爾森積差相關以及多元階層線性迴歸進行資料分析，本研究結果發現：一、對於極度偏遠或特殊偏遠地區的教師而言，住屋補助對其留任意願的重要程度顯著高於偏遠地區教師的需求。二、不論是偏遠地區或是極度偏遠或特殊偏遠地區學校的教師，對於校長校務治理、學校組織氣氛與教師留任意願的覺知皆呈現顯著中高度的正相關。三、對偏遠地區的學校，合作團結的學校組織氣氛在預測教師留任意願的關係中，校長績效責任校務治理有顯著調節效果；對極度偏遠或特殊偏遠地區的學校，信任關懷的學校組織氣氛在預測教師留任意願的關係中，校長增權賦能和學校與社區協作校務治理有顯著調節效果。本研究結果可供相關單位與偏遠地區學校作為政策擬定或制度修正的參考依據。

Over the years, the problem of teacher retention in remote schools has become an important issue that urgently needs to be solved in Taiwan. This study aims to explore the relationship between school governance, institutional climate and teacher retention in remote, extremely remote, and exceptionally remote areas, and to further explore the moderating effect of school governance on the relationship between institutional climate and teacher retention. The study invited 776 teachers from remote areas through stratified random sampling as the participants, and adopted the good reliability and validity scales of “school governance,” “institutional climate,” and “teacher retention” as research instruments. Through the collection of empirical data, multivariate analysis of variance, Pearson product-difference correlation, and multiple hierarchical linear regression were used for data analysis. The research findings include: 1. The effect of housing subsidies on teacher retention in extremely remote areas is significantly higher than that in remote areas. 2. Whether teachers in remote, extremely remote, or exceptionally remote areas, there is a significant medium-high positive correlation between school governance, institutional climate and teacher retention. 3. For schools in remote areas, the principal’s accountability for the school has a significant moderating effect on the relationship between the institutional climate of cooperation and unity and the prediction of teacher retention; for schools in extremely remote or exceptionally remote areas, the principal’s empowerment and school governance through school community cooperation have a significant moderating effect on the relationship between the institutional climate of trust and care and the prediction of teacher retention. The research findings can serve as future reference for relevant government units and remote schools in policy formulation or system revision.