政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/51090
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113325/144300 (79%)
造訪人次 : 51174773      線上人數 : 935
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/51090


    題名: 臺北市國小校長分布式領導、教師效能感與教師組織承諾關係之研究
    A study of relationships among elementary school principal’s distributed leadership,teacher efficacy and teachers` organizational commitment in Taipei City
    作者: 王昭人
    Wang, Chao Jen
    貢獻者: 秦夢群
    Chin, Joseph M.
    王昭人
    Wang, Chao Jen
    關鍵詞: 分布式領導
    教師效能感
    教師組織承諾
    distributed leadership
    teacher efficacy
    teachers’ organizational commitment
    日期: 2010
    上傳時間: 2011-09-29 18:34:57 (UTC+8)
    摘要: 本研究主要目的在分析國小校長分布式領導、教師效能感與教師組織承諾之間的關係。採用問卷調查法，以臺北市地區之公立國小教師為研究對象，有效樣本為445份。問卷調查結果採用描述性統計、t考驗、變異數分析、皮爾森積差相關、逐步多元迴歸及結構方程模式等統計方式加以分析。
    本研究得到下列結論：
    一、目前臺北市國小教師對校長分布式領導的知覺情況屬中上程度。
    二、目前臺北市國小教師對教師效能感的知覺情況屬中上程度。
    三、目前臺北市國小教師對教師組織承諾的知覺情況屬中上程度。
    四、教師因背景變項中「現任職務」的不同，在知覺校長分布式領導、教師效能感與教師組織承諾上有差異。
    五、國小校長分布式領導、教師效能感與教師組織承諾兩兩之間具有正向的關聯。
    六、國小校長分布式領導、教師效能感的分層構面，對教師組織承諾有正向的預測作用。
    七、校長分布式領導可透過教師效能感，增強對教師組織承諾的正向預測力。
    最後，根據研究結果提出建議，以供教育行政機關、學校及後續研究之參考。
    The intent of this study was to explore the relationship among principal’s distributed leadership, teacher efficacy and teachers’ organizational commitment in elementary schools. The questionnaire investigation method was employed, and there were 445 valid questionnaires collected from public elementary schools in Taipei City. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson`s product-moment correlation, stepwise multiple regression analysis and Structural Equation Modeling.
    The results were as follows:
    1. The perceptions from the elementary school teachers about principal’s distributed leadership were quite well.
    2. The perceptions from the elementary school teachers about teacher efficacy were quite well.
    3. The perceptions from the elementary school teachers about teachers’ organizational commitment were quite well.
    4. Incumbent duty had significant influences the perceptions of teachers about on principal’s distributed leadership, teacher efficacy and teachers’ organizational commitment.
    5. There were significant correlations between principal’s distributed leadership and teacher efficacy as well as between teachers’ organizational commitment.
    6. The sub-level of the distributed leadership and teacher efficacy could apparently predict the teachers’ organizational commitment.
    7. Teacher efficacy had mediate effect on distributed leadership and influence positively teachers’ organizational commitment.
    According to the above conclusion, the research proposed relevant suggestions to be referenced by education administrative organizations, elementary schools
    , and future research.
    參考文獻: 中文部分
    王受榮（1992）。我國國民中小學教師效能感及其影響因素之研究。國立臺灣師範大學教育研究所博士論文，未出版，臺北市。
    朱陳翰思（2002）。國民小學教師自我效能感與專業知能關係之研究。國立臺中師範學院國民教育研究所碩士論文，未出版，臺中市。
    何建霖（2009）。國民小學學校分佈式領導、教師同僚專業互享與學生學習表現之研究。國立中正大學教育學研究所碩士論文，未出版，嘉義縣。
    余民寧（2006）。潛在變項模式 : SIMPLIS的應用。臺北市 : 高等教育。
    吳璧如（2002）。教師效能感之理論分析。教育研究資訊，10(2)，45-64。
    邱春堂（2010）。國民小學校長社會資本、教導型領導與教師組織承諾關係之研究。國立臺北教育大學教育政策與管理研究所博士論文，未出版，臺北市。
    邱馨儀（1995）。國民小學學校組織文化與教師組織承諾關係之研究。臺北市立師範學院初等教育學系碩士論文，未出版，臺北市。
    柯安南（2005）。國小教師專業能力知覺與自我效能感之研究—教師資格檢定觀點。國立中正大學教育學研究所碩士論文，未出版，嘉義縣。
    洪瑞峰（2000）。台北縣市國小教師效能感與家長參與班級教育活動關係之研究。國立中正大學教育學研究所碩士論文，未出版，嘉義縣。
    孫志麟（1991）。國民小學教師自我效能及其相關因素之研究。國立政治大學教育研究所碩士論文，未出版，臺北市。
    秦夢群（2010）。教育領導理論與應用。臺北市：五南。
    張宇樑（2011）。從教師效能感之循環發展理論談如何提升教師效能感。教育研究月刊，206，93-104。
    張祝芬（2009）。高中課程領導之研究：分佈式領導取向。國立臺灣師範大學教育研究所博士論文，未出版，臺北市。
    張嘉原（2008）。國民小學學校組織健康、組織學習與教師效能感關係之研究。國立政治大學教育行政與政策研究所碩士論文，未出版，臺北市。
    梁瑞安（1990）。國小教師組織溝通、角色壓力與組織承諾關係之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
    陳怡卉（2010）。國民中學校長分散式領導與學校教育成效關係之研究。國立政治大學教育行政與政策研究所碩士論文，未出版，臺北市。
    陳俊瑋（2009）。國中教師自我效能感與集體效能感的關係：階層線性模式應用。國立彰化師範大學教育研究所碩士論文，未出版，彰化縣。
    劉月娥（2000）。國民小學教師專業決定與教師效能感之研究。臺北市立師範學院國民教育研究所碩士論文，未出版，臺北市。
    劉春榮（1993）。國民小學組織結構、組織承諾與學校效能關係研究。國立政治大學教育研究所博士論文，未出版，臺北市。
    蔡進雄（1993）。國民中學校長領導方式與教師組織承諾關係之研究。國立臺灣師範大學教育研究所碩士論文，未出版，臺北市。
    蔡寬信（1993）。國民小學學校組織氣候、教師內外控信念與教師組織承諾關係之研究。國立政治大學教育研究所碩士論文，未出版，臺北市。
    賴志峰（2008a）。分佈式領導理論之探究—學校領導者、追隨者和情境的交互作用。國民教育研究學報，20，87-113。
    賴志峰（2008b）。分散式領導的意義、構面與主張。教育研究月刊，171，28-40。
    賴志峰（2009）。中小學分佈式領導風格量表之檢證。初等教育學刊，34，25-52。
    簡佳珍（2002）。桃園縣國民小學教師組織承諾與教師效能感關係之研究。臺北市立師範學院國民教育研究所碩士論文，未出版，臺北市。
    顏大凱（2009）。國民中學教師情緒勞務負荷、學校組織氣氛與教師自我效能之關係研究。國立高雄師範大學教育學系碩士論文，未出版，高雄市。
    外文部分
    Armor, D. J., Conry-Oseguera, P., Cox, M., King, N. J., McDonnell, L. M., Pascal, A. H., Pauly, E., & Zellman, G. L. (1976). Analysis of the school preferred reading program in selected Los Angeles minority schools. (Report No. R-2007-LAUSD). Santa Monica, CA: Rand Corporation.（ERIC Document Reproduction Service No. ED130243）
    Arrowsmith, T. (2005). Distributed leadership: Three questions, two answers--A review of the Hay Group Education research, July 2004. Management in Education, 19(2), 30-33.
    Ashton, P. T., & Webb, R. B. (1982, March). Teachers` sense of efficacy: Toward an ecological model. Paper presented at the Annual Meeting of the American Educational Research Association, New York.
    Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
    Ashton, P. T., Webb, R. B., & Doda, N. (1983). A study of teachers’ sense of efficacy. Final report, executive summary. Gainesville, FL: University of Florida.（ERIC Document Reproduction Service No. ED231833）
    Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
    Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
    Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
    Barfield, V., & Burlingame, M. (1974). The pupil control ideology teacher in selected schools. The Journal of Experimental Education, 42(4), 6-11.
    Becker, H. S. (1960). Notes on the concept of commitment. The American Journal of Sociology, 66(1), 32-40.
    Bennett, N., Wise, C., Woods, P., & Harvey, J. (2003). Distributed leadership: Summary report. Retrieved March 1, 2011, from http://www.nationalcollege.org.uk/download?id=17153&filename=distributed-leadership-summary.pdf
    Berman, P., McLaughlin, M., Bass, G., Pauly, E., & Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation (Report No. R-1589/7-HEW). Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. ED140432)
    Boardman, M. (2001). The value of shared leadership: Tasmanian teachers’ and leaders’ differing views. International Studies in Educational Administration, 29(3), 2-10.
    Brennan, M. D., & Robison, C. (1995). Gender comparison of teachers` sense of efficacy. NM: Eastern New Mexico University. (ERIC Document Reproduction Service No. ED384288)
    Buchanan, B. (1974). Building organizational commitment: The socialization of managers in work organizations. Administrative Science Quarterly, 19(4), 533-546.
    Cavers, L. (1988). Teacher efficacy: Its relationship to school level organizational conditions and teacher demographic characteristics. Unpublished doctoral dissertation, The University of British Columbia, Canada.
    Chan, W.-Y., Lau, S., & Nie, Y. (2008). Organizational and personal predictors of teacher commitment: The mediating role of teacher efficacy and identification with school. American Educational Research Journal, 45(3), 597-630.
    Coladarci, T. (1992). Teachers` sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323-337.
    Crowther, F., Kaagan, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
    Dee, J. R., Henkin, A. B., & Singleton, C. A. (2006). Organizational commitment of teachers in urban schools: Examining the effects of team structures. Urban Education, 41(6), 603-627.
    Ellett, C. D., Hill, F. H., Liu, X., Loup, K. S., & Lakshmanan, A. (1997, March). Professional learning environment and human caring correlates of teacher efficacy. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED411206)
    Elmore, R. F. (2000). Building a new structure for school leadership. Washington, DC: The Albert Shanker Institute.
    Farrell, D., & Rusbult, C. E. (1981). Exchange variables as predictors of Job satisfaction, job commitment and turnover: The impact of rewards, costs, alternatives, and investments. Organizational Behavior and Human Performance, 27(28), 78-95.
    Ferris, K. R., & Aranya, N. (1983). A comparison of two organizational commitment scales. Personnel Psychology, 36, 87-98.
    Firestone, W. A., & Pennell, J. R. (1993). Teacher commitment, working conditions and differential incentive policies. Review of Educational Research, 63(4), 489-525.
    Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
    Gay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
    Gibb, C. A. (1954). Leadership. In G. Lindzey (Ed.), Handbook of social psychology, vol. 2 (pp. 877-917). Reading, MA: Addison-Wesley.
    Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
    Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.
    Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807-818.
    Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Education Research Journal, 37(2), 479-507.
    Gordon, Z. V. (2005). The effect of distributed leadership on student achievement. Unpublished doctoral dissertation, State University of Central Connecticut, New Britain, CT.
    Gronn, P. (2000). Distributed properties: a new architecture for leadership. Educational Management & Administration, 28(3) 317-338.
    Gronn, P. (2002). Distributed leadership as a unit of analysis. Leadership Quarterly, 13(4), 423-451.
    Gronn, P. (2006). The significance of distributed leadership. Educational Leadership Research, 7. Retrieved March 1, 2011, from http://slc.educ.ubc.ca/eJournal/Issue7/Articles/DistributedLeadership_%20Peter%20Gronn.pdf
    Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
    Hair, J. F., Black, W. C., Babin, B. J. , & Anderson, R. E. (2010) .Multivariate data analysis : a global perspective. Upper Saddle River, NJ: Pearson Prentice Hall.
    Harris, A. & Muijs, D. (2004). Improving schools through teacher leadership. London: Open university press.
    Harris, A. (2005). Leading or misleading? Distributed leadership and school improvement. Journal of Curriculum Studies, 37(3), 255-265.
    Harris, A. (2007). Distributed leadership: conceptual confusion and empirical reticence. International Journal of Leadership in Education, 10(3), 315-325.
    Harris, A. (2008a). Distributed school leadership: Developing tomorrow’s leaders. London: Routledge.
    Harris, A. (2008b). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172-188.
    Hayduk, L. A. (1987). Structural equation modeling with LISREL. Baltimore: John Hopkins University Press.
    Hipp, K. A. (1996). Teacher efficacy: influence of principal leadership behavior. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. (ERIC Document Reproduction Service No. ED396409)
    Hoover-Dempsey, K. V., Bassler, O. C., & Brissie, J. S. (1987). Parent involvement: Contributions of teacher efficacy, school socioeconomic status, and other school characteristics. American Educational Research Journal, 24(3), 417-435.
    Hoy, W.K., Tarter, C.J., & Bliss, J.R. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26(3), 260-279.
    Hrebiniak, L. G., & Alutto, J. A. (1972). Personal and role related factors in the development of organizational commitment. Administrative Science Quarterly, 17(4), 555-573.
    Hulpia, H., & Devos, G. (2010). How distributed leadership can make a difference in teachers’ organizational commitment? A qualitative study. Teaching and Teacher Education, 26(3), 565-575.
    Hulpia, H., Devos, G., & Rosseel, Y. (2009a). The relationship between the perception of distributed leadership in secondary schools and teachers’ and teacher leaders’ job satisfaction and organizational commitment. School Effectiveness and School Improvement, 20(3), 291-317.
    Hulpia, H., Devos, G., & Rosseel, Y. (2009b). Development and validation of scores on the distributed leadership inventory. Educational and Psychological Measurement, 69(6), 1013-1034.
    Hulpia, H., Devos, G., & Van Keer, H. (2010). The influence of distributed leadership on teachers’ organizational commitment: A multilevel approach. The Journal of Educational Research, 103(1), 40-52.
    Jarvenpaa, S. L., Tractinsky, N., & Vitale, M. (2000).Consumer trust in an Internet store. Information Technology and Management, 1(1-2), 45-71.
    Koh, W.L., Steers, R. M., & Terborg, J. R. (1995). The effects of transformational leadership on teacher attitudes and student performance in Singapore. Journal of Organizational Behavior, 16(4), 319-333.
    Kushman, J. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28(1), 5-42.
    Liontos, L. B., & Lashway, L. (1997). Shared decision-making. In S.C. Smith & P.K. Piele (Eds.), School leadership: Handbook for excellence (pp. 226-250). Eugene, OR: ERIC Clearinghouse on Educational Management.
    Lucia, R. T. (2004). Distributed leadership: an exploratory study. Unpublished doctoral dissertation, Florida Atlantic University, Boca Raton, FL.
    Macbeath, J. (1998). Effective school leadership: Responding to change. London: Paul Chapman.
    MacCallum, R. C., Roznowski, M., Mar, C. M., & Reith, J. V. (1994). Alternative strategies for cross-validation of covariance structure models. Multivariate Behavioral Research, 29(1), 1-32.
    Mayrowetz, D., Murphy, J., Louis, K. S., & Smylie, M. A. (2007). Distributed leadership as work redesign: retrofitting the job characteristics model. Leadership and Policy in Schools, 6(1), 69-101.
    McCarthy, E. M. (1988). An analysis of the relationship between teachers` sense of self-efficacy and their attitudes towards communication with parents of low-achieving students. Unpublished doctoral dissertation, University of California, Santa Barbara, CA.
    Mitchell, T. R. (1979). Organizational behavior. Annual Review of Psychology, 30, 243-281.
    Morris, J. H., & Sherman, J. D. (1981). Generalizability of an organizational commitment model. Academy of Management Journal, 24(3), 512-526.
    Morrow, P. C. (1983). Concept redundancy in organizational research: The case of work commitment. Academy of Management Reviews, 8(3) 486-500.
    Mowday, R. T., Steers, R. M., & Porter, L. (1979). The measurement of organizational commitment. Journal of Vocational Behavior, 14, 224-227.
    Muijs, D., & Harris, A. (2003). Teacher leadership - Improvement through empowerment? An overview of the literature. Educational Management Administration and Leadership, 31(4), 437-448.
    National College for School Leadership (2004). Distributed leadership action pack. Retrieved February 16, 2011, from http://www.nationalcollege.org.uk/distributed-leadership-action-pack.pdf
    Neuman, M., & Simmons, W. (2000). Leadership for student learning. Phi Delta Kappan, 82(1), 9-13.
    Newmann, F. M., Rutter, R. A., & Smith, M. S. (1989). Organizational factors that affect school sense of efficacy, community, and expectations. Sociology of Education , 62(4), 221-238
    Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145-177.
    Offermann, L. R., & Scuderi, N. F. (2007). Sharing leadership: Who, what, when, and why. In B. Shamir, R. Pillai, M. C. Bligh, & M. Uhl-Bien (Eds.), Follower-centered perspectives on leadership: A tribute to the memory of James R. Meindl. (pp. 71-91). Greenwich, Conn.: Information Age Publishing.
    Oswald, L.J. (1997). School-based management. In S.C. Smith & P.K. Piele (Eds.), School leadership: Handbook for excellence (pp. 181-203). Eugene, OR: ERIC Clearinghouse on Educational Management.
    Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational commitment, job satisfaction, and turnover among psychiatric technicians. Journal of Applied Psychology, 59(5), 603-609.
    Reyes, P. (1990). Teachers and their workplace: commitment, performance, and productivity. Newbury Park, CA: Sage publication.
    Reyes, P. (1992). Preliminary models of teacher organizational commit: implications for restructuring the workplace. Center on organization and restructuring of schools, Madison, WI. (ERIC Document Reproduction Service No. ED349680)
    Reyes, P., & Pounder, D. G. (1993). Organizational orientation in public and private elementary schools. The Journal of Educational Research, 87(2), 86-93.
    Ritchie , R., & Woods, P. A. (2007). Degrees of distribution: Towards an understanding of variations in the nature of distributed leadership in schools. School Leadership and Management, 27(4), 363-381.
    Roberts, J. K., & Henson, R. K. (2001). A confirmatory factor analysis of a new measure of teacher efficacy: Ohio state teacher efficacy scale. (ERIC Document Reproduction Service No. ED453254)
    Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
    Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
    Salancik, G. R. (1977). New directions in organizational behavior. Chicago: St. Clair Press.
    Scott, J. E. (1994). The measurement of information systems effectiveness: evaluating a measuring instrument. Proceedings of the Fifteenth International Conference on Information Systems, Vancouver, British Columbia.
    Scribner, J. P., Sawyer, R. K., Myers, V., & Watson, T. (2004, April). Teacher teams and distributed leadership: A study of group creativity and collaboration. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
    Sheldon, M. E. (1971). Investments and involvement as mechanisms producing commitment to the organization. Administrative Science Quarterly, 16(2), 143-150.
    Smith, S. C., & Piele, P. K., (Eds.). (1997). School leadership: Handbook for excellence. Eugene, OR: ERIC Clearinghouse on Educational Management.
    Somech, A., & Bogler, R. (2002). Antecedents and Consequences of Teacher Organizational and Professional Commitment. Educational Administration Quarterly, 38(4), 555-577.
    Spillane, J. P. (2006). Distributed leadership. San Francisco: Jossey-Bass.
    Spillane, J. P., & Diamond, J. B. (2007). Distributed leadership in practice. New York: Teachers College Press.
    Spillane, J. P., Camburn, E. M., & Pareja, A. S. (2007). Taking a distributed perspective to the school principal`s workday. Leadership and Policy in schools, 6(1), 103-125.
    Spillane, J. P., Halverson, R., & Diamond, J. B. (2004) Towards a theory of leadership practice: a distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.
    Spillane, J. P., Hunt, B., & Healey, K. (2009). Managing and leading elementary schools: Attending to the formal and informal organization. International Studies in Educational Administration, 37(1), 5-28.
    State of Connecticut (n. d.). State action for education leadership project (SAELP) implementation grant proposal. Retrieved February 16, 2011, from http://www.sde.ct.gov/sde/lib/sde/PDF/Leadership/saelp_grant_proposal.pdf
    Staw, B. M. (1977, August). Two sides of commitment. Paper presented at Annual Meeting of Academy of Management, Orlando, FL.
    Staw, B. M. (1981). The escalation of commitment to a course of action. The Academy of Management Review, 6(4), 577-587.
    Steers, R. M. (1977, December). Antecedents and outcomes of organizational commitment. Administrative Science Quarterly, 22(1), 46-56.
    Sternberg, R. J. (1999). Pathways to psychology. Belmont, CA: Wadsworth.
    Stevens, J. M., Beyer, J. M., & Trice, H. M. (1978). Assessing personal, role, and organizational predictors of managerial commitment. Academy of Management Journal, 21(3). 380-396.
    Timperley, H. S. (2009). Distributed leadership and students. In K. Leithwood, B. Mascall, & T. Strauss (Eds.), Distributed leadership according to the evidence (pp. 197-222). New York: Routledge.
    Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching & Teacher Education, 17(7), 783-805.
    Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Education Research, 68(2), 202-249.
    Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research, 100(5), 303-310.
    Weiner, B. (1992). Human motivation: Metaphors, theories, and research. New Park, CA: Sage.
    Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7(3), 418-428.
    Yukl, G. (1999). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. Leadership Quarterly, 10(2), 285-305.
    描述: 碩士
    國立政治大學
    教育行政與政策研究所
    97171010
    99
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0097171010
    資料類型: thesis
    顯示於類別:[教育行政與政策研究所 ] 學位論文

    文件中的檔案:

    沒有與此文件相關的檔案.



    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋