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Title:	臺北縣國民小學分散式領導對教師學術樂觀影響之研究 Research on the influence of distributed leadership on teachers’ academic optimism in elementary schools in Taipei County
Authors:	劉文章 Liu, Wen Chang
Contributors:	張奕華 Chang, I Hua 劉文章 Liu, Wen Chang
Keywords:	分散式領導教師學術樂觀 distributed leadership teacher academic optimism
Date:	2009
Issue Date:	2010-12-09 09:57:06 (UTC+8)
Abstract:	本研究旨在探討臺北縣國民小學分散式領導與教師學術樂觀的現況，剖析不同背景變項與學校變項知覺分散式領導與教師學術樂觀的差異情形，探討分散式領導對教師學術樂觀的關係，並根據研究結論，提出建議供有關單位參考。為達上述研究目的，本研究採用問卷調查法，以臺北縣60所國民小學之主任、組長及教師為研究對象，共寄發問卷632份，回收有效問卷553份，有效回收率為87.5％。本研究採用SPSS 17.0 for Windows和LISREL 8.80統計套裝軟體進行分析，獲得以下結論：一、臺北縣國民小學教師知覺分散式領導、教師學術樂觀為中高程度。二、不同性別、教育程度、學校規模、學校地區之教師在知覺分散式領導與教師學術樂觀上，沒有顯著差異。三、50（含）歲以上教師知覺分散式領導高於40歲以下教師，在知覺教師學術樂觀也高於30（含）~40歲教師。四、服務年資20（含）年以上教師在知覺分散式領導與教師學術樂觀上，高於10年以下教師。五、教師兼主任知覺分散式領導高於班級導師；在知覺教師學術樂觀上，也高於教師兼組長及班級導師。六、學校歷史30年以下與學校歷史90年以上的教師，在知覺分散式領導上，高於學校歷史30（含）~60年及學校歷史60（含）~90年教師；在知覺教師學術樂觀上，亦高於學校歷史30（含）~60年教師。七、本研究建構之模式經過結構方程模式檢定獲得支持，分散式領導對教師學術樂觀具有正向顯著的影響。最後依據上述研究結論，提出具體建議，以作為教育行政機關、國小學校行政參考運用。關鍵詞：分散式領導、教師學術樂觀 This study aimed to explore the current situation of Taipei County elementary schools’ distributed leadership and teacher academic optimism, and to analyze different background variables and school variables’ on the different perception of distributed leadership and teacher academic optimism, and to discuss the relationship between distributed leadership and teacher academic optimism. Based on the research conclusions, I also submitted recommendations for the relevant institutions’ reference. To achieve these purposes, this study used questionnaire survey method. I used the directors, team leaders and teachers from 60 elementary schools in Taipei County as our study objects. A total of 632 questionnaires were distributed, with 553 valid questionnaires. The effective rate was 87.5%. In this study, I used SPSS 17.0 for Windows and LISREL 8.80 statistical software for analysis and obtained the following conclusions: 1.Taipei County elementary school teachers’ perception of distributed leadership and teacher academic optimism is high. 2.There is no significant difference in different gender, education level, school size, school location in teachers’ perception of distributed leadership and teacher academic optimism. 3.Over 50 (inclusive) years old teachers’ perception on distributed leadership is higher than teachers under 40 years old. The teacher academic optimism is also higher than 30 (inclusive) to 40 years old teachers. 4.Teacher’s year of service above 20 (inclusive) years, their perception on distributed leadership and teacher academic optimism is higher than the teachers under 10 years. 5.Teachers also hold the post as directors’ perception on distributed leadership is higher than class teachers. Their perception of teachers academic optimism is also higher than teachers also hold the post as team leaders and class teachers. 6.Teachers at the school history of less than 30 years and school history over 90 years, their perception of distributed leadership is higher than teachers at school years between 30 (including) years to 60 years and school history of 60 (inclusive) years to 90 years. Their perception of teacher academic optimism is also higher than teachers at school history of 30 (inclusive) years to 60 years. 7.The model constructed in this study was supported through structural equation modeling test. Distributed leadership has a significant positive impact on teacher academic optimism. Finally, based on the above research conclusions, I submitted specific recommendations as references and applications for educational administration and elementary school administration. Keywords: distributed leadership, teacher academic optimism
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Description:	碩士國立政治大學學校行政碩士在職專班 96911002 98
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0096911002
Data Type:	thesis
Appears in Collections:	[Master of Education in School Administration] Theses

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