國民小學校長包容性領導與學校組織績效關係之研究：以教師集體效能感為中介變項

A Study on the Relationships Between Inclusive Leadership of Elementary School Principals and School Organizational Performance: Using Teachers’ Collective Efficacy as the Mediating Variable

本研究旨在探討國民小學校長包容性領導、教師集體效能感及學校組織績效變項間之關係，以及教師集體效能感在兩個變項之間的中介效果。本研究採問卷調查法和二階段抽樣方式，以臺灣本島公立國民小學校長和教師為研究對象，進行問卷分析，獲得研究結論包括：一、校長包容性領導、教師集體效能感及學校組織績效彼此之間為顯著正相關。二、校長包容性領導對教師集體效能感與學校組織績效具顯著正向影響效果。三、校長包容性領導可透過教師集體效能感間接影響學校組織績效，教師集體效能感具部分中介效果。在實務意義上，為提升學校組織績效，校長除可透過包容性領導的支持與認可、公平與溝通行動，以及尊重與利他等領導作為來達成，更可藉由促進教師們的行政任務效能感、教學與班級經營效能感，以及家長參與效能感等，發揮中介效果，來提升學校組織績效。最後根據研究發現提出建議，供校長實踐包容性領導之參考。

This study aimed to explore the relationship between principals’ inclusive leadership, teachers’ collective efficacy and school organizational performance of primary schools, as well as the mediating effect of teachers’ collective efficacy between the two variables. This study adopted a questionnaire survey method and used a two stage sampling method to select principals and teachers of public elementary schools in Taiwan as the research subjects. A total of 1,219 valid questionnaires were collected for analysis. The research conclusions obtained include: 1. There were positive and significant correlations among principals’ inclusive leadership, teachers’ collective efficacy, and school organizational performance. 2. Principals’ inclusive leadership has a significant positive impact on teachers’ collective efficacy and school organizational performance. 3. Principals’ inclusive leadership can indirectly affect school organizational performance through teachers’ collective efficacy, and teachers’ collective efficacy has a partial mediating effect. In a practical sense, in order to improve school organizational performance, principals can utilize inclusive leadership behaviors such as support and recognition, fairness and communication actions, and respect and altruism to achieve the goal. Principals can also improve teachers’ sense of administrative task effectiveness, teaching and class management efficacy, as well as parent participation efficacy, etc., play a mediating effect to improve school organizational performance. This article finally provides suggestions for principals to practice inclusive leadership based on the research findings.