國小校長負責領導教師知覺量表編製之研究

The Development of the Scale of a Teacher’s Perceived Elementary School Principal Responsible Leadership

本研究旨在發展適切的「國小校長負責領導教師知覺量表」。首先，研究者參酌相關文獻提出校長負責領導之概念結構，並據此發展量表題目。而後，在預試進行項目分析、探索性因素分析與信度分析，以確立正式量表之因素與題項。最後，以958位國小教師填答之有效樣本進行驗證性因素分析及複核效化分析，檢證量表模型之信、效度。研究結果顯示，國小校長負責領導教師知覺量表包含編織利害關係人間良好關係、採用協商式衝突決議過程、注重決策對永續性的影響等三個潛在因素，共計25題；總量表的Cronbach’s α值為 .982。量表的二階單因素模式具有合理的整體適配度、內在適配度和組間穩定性。本研究為後續校長負責領導研究提供了具有信、效度的測量工具，期能協助校長負責領導本土實徵研究之進一步發展。

The purpose of this research is to develop “The Scale of a Teacher’s Perceived Elementary School Principal Responsible Leadership.” First, the researcher proposed the conceptual structure of principal responsible leadership based on the literature review, and developed preliminary scale items accordingly. Then the factor structure and formal scale of responsible leadership were established by performing item analysis, exploratory factor analysis, and reliability analysis in a pretest. Finally, 958 elementary school teachers were sampled for the second order confirmatory factor analysis and cross-validation analysis. The result shows that the scale contains three latent factors: Weaving good relationships between stakeholders, discursive conflict resolution process, and emphasis on sustainability. The scale has a total of 25 items with .982 on Cronbach’s α. Also, the second order factor model of the scale demonstrates reasonable goodness of fit, convergent validity, discriminant validity, and cross-sample stability. This research provides a valid and reliable measurement and hopes it can further the development of principal responsible leadership research in Taiwan.