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    题名: 國民小學校長正向領導和學業樂觀關係之研究
    The study of the relationship between the principals` positive leadership and academic optimism in elementary schools
    作者: 周良基
    贡献者: 林邦傑
    周良基
    关键词: 校長正向領導
    學業樂觀
    principals` positive leadership
    academic optimism
    日期: 2012
    上传时间: 2013-07-01 17:47:20 (UTC+8)
    摘要: 本研究旨在瞭解國民小學校長正向領導與學業樂觀的現況，並分析校長及教師人口變項、學校環境變項在校長正向領導以及學業樂觀的差異情形，最後探討校長正向領導與學業樂觀之關係。
    本研究以問卷調查法為主，問卷內容以自編「國民小學校長正向領導與學業樂觀關係之調查問卷」（內含基本資料、校長正向領導量表與學業樂觀量表）為工具，對北北基地區國民小學進行問卷調查。調查所得資料分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。
    研究主要發現如下：
    一、國小校長在整體正向領導與教師在整體學業樂觀方面表現為中上程度。
    二、國民小學教師人口變項中，不同年齡、不同現任職務之教師知覺校長正向領導有差異。
    三、國民小學教師人口變項中，不同性別、年齡、學歷、服務年資與現任職務之教師知覺學業樂觀沒有差異。
    四、國民小學在環境變項中，不同學校規模及學校位置之教師知覺校長正向領導沒有差異。
    五、國民小學校長正向領導與學業樂觀為正相關。
    六、整體校長正向領導對於學業樂觀有預測力。
    最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長、教師以及未來研究之參考。
    This study aimed to explore the relationship between principals’ positive leadership of elementary school and academic optimism. The research has been done with the method of questionnaire survey in order to unveil the current situation of principals’ positive leadership and academic optimism.
    This study also analyzed the differences of perceptions to principals’ positive leadership and academic optimism which possessed by teachers with different background and investigated the predictability of principals’ positive leadership towards academic optimism while this study also examined the relationship among these two variables.
    A self-developed questionnaire "elementary school principals’ positive leadership and academic optimism relationship questionnaire" was used as a researching tool in the implementation of questionnaire survey. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression.
    The findings are as follows:
    1. The perception of elementary teachers towards principals’ positive leadership and academic optimistic performance was above average.
    2. The perception of elementary teachers towards principals’ positive leadership varied due to ages, working seniorities, the difference was significant.
    3. The perception of elementary teachers towards academic optimism varied due to genders, ages, working seniorities, diplomas, current position, the difference was not significant.
    4. In the environment variables, the different position of school and school size, teachers perceived no difference in principals’ positive leadership.
    5. Principals’ positive leadership was positively correlated to academic optimism.
    6. The predicted relations between principals’ positive leadership and academic optimism were supported.
    This study made concrete suggestions to educational authorities, elementary school principal, teacher, and future related studies based on the findings and results.
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