國民中小學教師正向領導量表之建構與運用：學習領域召集人觀點   免費試閱

The Construction and Its Application of Teachers’ Positive Leadership Inventory in Primary and Junior High Schools: The Perspective of Learning Areas Leaders

本研究旨在從學習領域召集人觀點建構適切的國民中小學教師正向領導量表，並運用教師正向領導量表評估國民中小學教師正向領導的實際運作情形。首先，參酌相關文獻與研究確立教師正向領導量表之概念內涵及層面，據以建構測量題目；其次，利用第一次及第二次預試之後的有效樣本進行分析，並且建立教師正向領導量表的因素層面與信、效度；最後，進行量表的正式施測，以1,865位國民中小學學習領域召集人為樣本進行探析。獲得的結論主要包括：一、國民中小學教師正向領導量表包含「正面思緒之引領」、「溝通知能之運用」、「關係氣氛之建立」、「意義價值之創造」等四個因素層面，共有32個題目；二、國民中小學教師正向領導量表題目結構為多因素斜交模式，且具有良好的適配度、信度與效度；三、國民中小學教師正向領導整體及各層面的表現為中高程度，其中以「溝通知能之運用」、「意義價值之創造」層面的表現較佳。

The main purposes of this study were to construct the appropriate inventory of teachers’ positive leadership in primary and junior high schools from the perspective of learning areas leaders, and to use the inventory to assess the actual operation situation of teachers’ positive leadership in primary and junior high schools. Firstly, the conception and dimensions of a preliminary inventory were developed based on a review of the relevant literature and research, and were used to construct the measurement items. Secondly, this study used the effective samples after the first and second pre-tests to analyze and construct the factor dimensions, reliability and validity of the teachers’ positive leadership inventory. Finally, for the formal test of the inventory, 1,865 learning areas leaders from primary and junior high schools in Taiwan were sampled for data analysis. The conclusions of this research included the following: 1. The teachers’ positive leadership inventory of primary and junior high schools contained four latent factors, including “the lead of positive thinking and emotion”, “the use of communication knowledge and ability”, “the construction of relationship and atmosphere”, and “the creation of meaning and value”, and thirty-two measurement items altogether. 2. The item structure of the teachers’ positive leadership inventory of primary and junior high schools was corrected factors model, and had a good fit, reliability and validity. 3. The degree of teachers’ positive leadership of primary and junior high schools was at medium high level, especially in the dimensions of “the use of communication knowledge and ability” and “the creation of meaning and value”.