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Title:	校長正向領導與學校效能關係之後設分析 A Meta-analysis of Principal’s Positive Leadership and School Effectiveness
Authors:	林芳誼 Lin, Fang I
Contributors:	湯志民 Tang, Chih Min 林芳誼 Lin, Fang I
Keywords:	校長正向領導正向心理學學校效能後設分析 Positive leadership Positive psychology School effectiveness Meta-analysis
Date:	2017
Issue Date:	2018-03-02 11:59:06 (UTC+8)
Abstract:	本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。本研究獲致結論如下：壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。貳、整體正向領導與學校效能關係為正相關，具大效應量。參、正向領導分層面與學校效能關係均為正相關，且為大效應量。肆、建立正向關係與學校效能間相關程度最高。伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。一、研究地區：關聯程度北部大於中南部。二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。壹、積極實施校長正向領導以促進學校效能。貳、從正向關係著手，有效實施正向領導。參、以南部學校為重，加強推廣正向領導。肆、從中等學校著手，積極推動正向領導。伍、從初等學校著手，強調賦予正向意義。陸、與男性教師相處可多運用正向溝通。 The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows: 1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school. 2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large. 3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large. 4.The correlation between positive relationship and school effectiveness is strongest. 5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases. 6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be. Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches. 1.Implement principals’ positive leadership positively to promote school effectiveness. 2.To implement positive leadership effectively, one has to start with positive relationship. 3.Put schools of the south first and keep popularizing positive leadership. 4.Promote positive leadership positively starting with secondary education. 5.Emphasize the reinforcement of positive meaning starting with elementary education. 6.Get along with the male teachers can use positive communication more often.
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Description:	碩士國立政治大學教育行政與政策研究所 104171014
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0104171014
Data Type:	thesis
Appears in Collections:	[Graduate Institute of Educational Administration and Policy] Theses

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