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    题名: 適應性領導對教師適應性績效影響之研究：差錯管理氛圍與心理安全感的跨層次中介效果
    A Study of the Impact of Adaptive Leadership on Teachers’ Adaptive Performance: The Cross-Level Mediating Effect of Error Management Climate and Psychological Safety
    作者: 吳政達
    Wu, Cheng-ta
    贡献者: 教政所
    关键词: 心理安全感;差錯管理氛圍;適應性領導;適應性績效
    Adaptive leadership;Adaptive performance;Error management climate;Psychological safety
    日期: 2023-11
    上传时间: 2024-03-26 15:24:18 (UTC+8)
    摘要: 本研究旨在建構與驗證學校組織中適應性領導對教師適應性績效影響之研究，並以差錯管理氛圍與心理安全感為中介變項，檢視適應性領導對教師適應性績效間的跨層次中介效果。本研究以臺灣北部地區的公、私立國民中學教師為研究對象，依據教育部統計處公布108學年度北部地區國民中學不同規模學校所占之比例，進行隨機抽樣，扣除填答不完整問卷，共51所學校553位教師參與，有效回收率為79.00%。研究結果發現：一、校長的適應性領導對教師的適應性績效在學校組織層次與個人層次皆有正向影響。二、差錯管理氛圍對校長適應性領導和教師適應性績效之間的中介效果，在學校組織層次與個人層次皆為顯著。三、心理安全感對校長適應性領導和教師適應性績效之間的中介效果，僅在個人層次顯著。四、在個人層次，差錯管理氛圍的中介效果顯著大於心理安全感的中介效果。本研究根據研究結果，建議校長在面對領導議題時，應採取適應性領導行為，積極建立組織的差錯管理氛圍，並特別關注與提升教師個人層面的心理安全感，以促進教師的適應性績效，進而解決組織面臨的適應性問題。
    This study investigates the relationship between principals’ adaptive leadership and teachers’ adaptive performance, and explores the mediating roles of error management climate and psychological safety. A total of 533 teachers from 51 junior high schools in northern Taiwan were recruited as participants. Results indicated that principals’ adaptive leadership was positively related to teachers’ adaptive performance both at individual and school unit levels. Furthermore, error management climate mediated the relationship between principals’ adaptive leadership and teachers’ adaptive performance at both individual and school unit levels. In contrast, psychological safety mediated the relationship between principals’ adaptive leadership and teachers’ adaptive performance at an individual level, but not at the school unit level. Findings also indicated that error management climate had a stronger mediating effect than psychological safety at the individual level. Conclusions suggest that principals should actively establish an organizational culture of error management when facing leadership issues, and pay special attention to and enhance teachers’ personal sense of psychological safety to further promote teachers’ adaptive performance, thereby addressing the adaptive challenges faced by the organization.
    關聯: 教育政策論壇, Vol.26, No.4, pp.31-57
    数据类型: article
    DOI 連結: https://dx.doi.org/10.53106/156082982023112604002
    DOI: 10.53106/156082982023112604002
    显示于类别:[教育行政與政策研究所 ] 期刊論文

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