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    題名: 桃園市國民中學校長轉型領導與教師文化智慧關係之研究
    Research on the Relationship between Principals’ Transformational Leadership and Teacher Cultural Intelligence of Junior High Schools in Taoyuan City
    作者: 秦秀媛
    Chin, Hsiu-Yuan
    貢獻者: 張奕華
    王素芸
    Chang, I-Hua
    Wang, Su-Yun
    秦秀媛
    Chin, Hsiu-Yuan
    關鍵詞: 轉型領導
    文化智慧
    國民中學
    Transformational leadership
    Cultural intelligence
    Junior high school
    日期: 2019
    摘要: 本研究旨在探討國民中學校長轉型領導與教師文化智慧關係之因素，經由文獻探討發現轉型領導可分為「魅力影響」、「激發鼓舞」、「啟發才智」、「個別關懷」及「願景承諾」等五個層面；而文化智慧可分為「後設認知文化智慧」、「認知文化智慧」、「動機文化智慧」及「行為文化智慧」；對於影響校長轉型領導與教師文化智慧因素可分為「個人影響因素」與「學校環境影響因素」。本研究以問卷調查法方式普查桃園市57所公立國民中學教師，總計數發出668份問卷，回收607份，回收為90.9％，有效問卷558，有效率為91.9％。所蒐集之資料以獨立樣本t考驗、單因數變異數分析、皮爾森積差相關以及多元迴歸分析等統計方式加以分析，研究發現如下：
    一、國中教師對於校長轉型領導及教師文化智慧分別呈現中高程度。影響因素中的「職務性質」、「學校規模」在校長轉型領導分別「激發鼓舞」和「個別關懷」與教師文化智慧之「動機文化智慧」、「動機文化智慧」、「行為文化智慧」及「文化智慧整體」的層面皆達顯著差異。
    二、教師在校長轉型領導與教師文化智慧有顯著正相關。其中校長轉型領導之「啟發才智」與整體教師文化智慧正相關程度最高。同時教師文化智慧之「動機文化智慧」與校長轉型領導程呈正相關程度最高。
    三、校長轉型領導整體與各層面及教師文化智慧整體與各層面均具有顯著相關。其中教師文化智慧整體以校長轉型領導之「啟發才智」、「個別關懷」、「魅力影響」和「激發鼓舞」層面預測力最佳。在「後設認知文化智慧」的預測變項，其中以「願景承諾」的預測力最佳。而在「認知文化智慧」的預測上，則以「個別關懷」的預測力最佳。對於在「動機文化智慧」的預測上，則是「個別關懷」的預測力最佳。
    This study aimed to explore the relationship between the transformational leadership of principals in junior high schools and the cultural intelligence (CQ) of teachers. According to the literature review, transformational leadership included five items: idealized influence, inspirational motivation, intellectual stimulation, individualized consideration, and visionary commitment; CQ was divided into metacognitive CQ, cognitive CQ, motivational CQ and behavioral CQ. In terms of influence factor, it could be divided into “personal influence” and “school environment”. This study conducted a questionnaire survey for the teachers from 57 public junior high schools in Taoyuan City. A total of 668 questionnaires were distributed and 607 of them were collected, with a response rate of 90.9%; 558 questionnaires were valid, with an effective response rate of 91.9%. The collected data were analyzed by independent sample t-test, one-way ANOVA, Pearson product-moment correlation analysis and multiple regression analysis. The results of this study were as follows:

    1. In terms of the influence factor affecting the transformational leadership of principals and the cultural intelligence of teachers, the “nature of duties” and “school size” had significant difference in the item “inspirational motivation” and “individualized consideration” of transformational leadership and “motivational CQ”, “behavioral CQ” and “overall CQ” of cultural intelligence of teachers.
    2. There was a significant positive correlation between the transformational leadership of principals and the cultural intelligence of teachers. Among them, the “intellectual stimulation” of transformational leadership had the highest positive correlation with the overall teachers’ cultural intelligence. The “motivational CQ” of the cultural intelligence of teachers had the highest positive correlation with the transformational leadership of principals.
    3. The transformational leadership, both a whole and each item of it, and cultural intelligence of teachers, both a whole and each item of it, were significantly related. For the overall cultural intelligence of teachers, the “intellectual stimulation”, “individualized consideration”, “idealized influence” and “inspirational motivation” had the highest predictability. When taking “metacognitive CQ” as a predicted variable, the item “visionary commitment” had the highest predictability. For the prediction of “cognitive CQ”, the item “individualized consideration” had the highest predictability. For the prediction of “motivational CQ”, “individualized consideration” had the highest predictability.
    描述: 碩士
    國立政治大學
    學校行政碩士在職專班
    101911007
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0101911007
    資料類型: thesis
    顯示於類別:[學校行政碩士在職專班] 學位論文

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