Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/111378
|
| Title: | 校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究－以新北市國民中學為例
A study on relationship among the principal democratic instrcutional supervision belief, teacher academic optimism and teacher engagement of junior high schools in New Taipei City |
| Authors: | 楊文彥
Yang, Wen-Yen |
| Contributors: | 郭昭佑
Guo, Chao-Yu
楊文彥
Yang, Wen-Yen |
| Keywords: | 教學視導
教師學術樂觀
教師敬業
PLS-SEM
Instrcutional supervision
Teacher academic optimism
Teacher engagement
PLS-SEM |
| Date: | 2017 |
| Issue Date: | 2017-07-24 12:16:57 (UTC+8) |
| Abstract: | 本研究旨在探究新北市立國中校長民主教學視導信念、教師學術樂觀與教師敬業之關係。本研究採問卷調查法進行探究，共抽取315名新北市轄內公立學校編制內教師，以描述性統計、獨立樣本t考驗、變異數分析、積差相關、邏輯迴歸、結構方程式模型進行統計分析；其研究結果顯示：
(1)新北市國中教師知覺校長民主教學視導信念屬高等程度；新北市國中教師學術樂觀程度屬中高程度；新北市國中教師教師敬業程度屬中高程度；(2) 新北市國中教師知覺校長民主教學視導信念在各背景變項均沒有顯著差異；(3)新北市國中教師的教師學術樂觀在性別、年齡、最高學歷、主要任教科目、服務年資、學校地區沒有顯著差異。但在現任職務上，兼行政教師情形高於導師。學校規模上小型學校情形高於中型學校，大型學校高於中型學校；(4)新北市國中教師敬業在性別、年齡、最高學歷、主要任教科目、服務年資、學校規模沒有顯著差異。但在現任職務上，兼行政教師情形高於導師，學校地區上偏鄉學校高於都市學校；(5) 校長民主教學視導信念與教師學術樂觀呈顯著正相關；校長民主教學視導信念與教師敬業呈顯著正相關 ；教師學術樂觀與教師敬業呈顯著正相關；(6)校長民主教學視導信念與教師學術樂觀對教師敬業有顯著的預測力；(7)教師學術樂觀對校長民主教學視導信念與教師敬業具有部分中介的效果。
The purpose of the study is to investigate the relationship among Principal Democratic Instrcutional Supervision Belief, Teacher Academic Optimism and Teacher Engagement of junior high school teachers in New Taipei City.
The survey participants consist of 315 junior high teachers in New Taipei City.
The researcher adopted survey method, and the data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, logistic regression, and PLS-SEM.
The statistical result reveals that: (1) the level of Principal Democratic Instrcutional Supervision Belief is high; the level of Teacher Academic Optimism is mid-high; the level of Teacher Engagement is mid-high; (2) there is no significant difference of Principal Democratic Instrcutional Supervision Belief in all background variables; (3) there is no significant difference of Teacher Academic Optimism in gender, age, degree, subject, seniority, and school location; however, administrative teachers are higher than homeroom teacher; teachers in small size school are higher than middle size schoo; teachers in large size school are higher than middle school; (4) there is no significant difference of Teacher Engagement in gender, age degree, subject, seniority, and school size; however administrative teachers are higher than homeroom teacher; teachers in rural schools are higher than city schools; (5) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism shows positive correlation; Teacher Academic Optimism and Teacher Engagement shows positive correlation; Principal Democratic Instrcutional Supervision Belief and Teacher Engagement shows positive correlation; (6) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism have significant predictablility to eacher Engagement; (7) Teacher Academic Optimism has partial mediation effect between Principal Democratic Instrcutional Supervision Belief and Teacher Engagement. |
| Reference: | 中文部分
行政院教育改革審議委員會（1996）。教育改革總諮議報告書。台北：行政院教改會。
余民寧（2005）。心理與教育統計學（修訂二版）。臺北市：三民。
吳明隆（2000）。SPSS 統計應用實務。臺北市：松崗。
吳培源（2005）。教學視導－觀念、知能與實務。臺北市：心理。
呂木琳（1998）。教學視導—理論與實務。臺北市：五南。
呂木琳（2002）。教學視導—理論與實務（二版）。臺北市：五南。
呂木琳（2010）。教學視導：促進教師專業發展。臺北市：五南。
邱錦昌（1995）。教育視導之理論與實際。臺北市：五南。
邱錦昌（2002）。教育視導之理論與實際（二版）。臺北市：五南。
孫文梅、呂紅梅、嚴文蕃、郭芳芳（2010）。學校學業樂觀: 提升學生學業成就的合 力。北京師範大學學報( 社會科學版) ，6，45-51。
秦夢群（1998）。教育行政－理論部分。臺北市：五南。
秦夢群（2010）。教育領導理論與應用。臺北市：五南。
秦夢群（2011）。教育行政理論與模式。臺北市：五南。
國立編譯館 (主編)（2001）。教育大辭書。臺北市：文景。
張文蕙（2011）。部屬敵意歸因風格、知覺主管不當監督與工作敬業心關係之研究： 以情緒調節自我效能感為調節變項（未出版之碩士論文）。國立中山大學，高雄 市。
張明輝（1999）。學校教育與行政革新研究。臺北市：師大書苑。
張奕華（2009）。分散式領導、教師學術樂觀與學生學習成就關係之研究。行政院國 家科學委員長專題研究計畫(NSC98-2410-H004-011)。臺北市：國立政治大學。
張奕華、許正妹、顏弘欽（2011）。「國民小學教師學術樂觀量表」之發展與衡量。《測驗學刊》專刊正向心理特質的測量，4，261-289。
張逢洲（2012）。教學視導對國中自然科教師教學效能影響之個案研究（未出版之碩 士論文）。國立彰化師範大學，彰化縣。
張慈娟（1997）。國民小學校長教學領導與學校效能之研究（未出版之碩士論文）。國 立新竹師範學院國民教育研究所，新竹市。
張德銳（1991）教學視導的權變途徑。國立編譯館館刊，20(2)，249-273。
張慶勳（2004）。國小校長領導風格與行為之研究。國立屏東師院學報，20，1-38。
郭昭佑（1996）。教學視導－行政視導無法兼顧的層面。研習資訊，13（1），25-29。
郭昭佑、陳怡寧（2016）。校長在教學視導上的角色與行動架構。教育研究月刊，265， 77-90。
郭淑芳（2005）。國民小學實施教學視導與教師專業成長之相關研究以臺南市為例（未 出版之碩士論文）。國立臺南大學，臺南市。
郭淑芳（2005）。國民小學實施教學視導與教師專業成長之相關研究－以臺南市為例 （未出版之碩士論文）。國立臺南大學，臺南市。
陳李惠慈（2013）。2012 年美國職場滿意度調查。經濟部人才快訊電子報。 取自 http://itriexpress.blogspot.tw/2013/10/2012.html
陳建志（2013）。校長教學視導、教師知識分享與教師專業發展關係之關係－運用中 介效果模式驗證。當代教育研究季刊，21（2），69-111。
湯家偉、吳政達（2016）。結構方程模式：偏最小平方法PLS-SEM。臺北市：高教出 版。
新北市教育局（2014）。103年教育統計年報。取自 http://tedl.ntpc.edu.tw/stat/1%E7%B5%B1%E8%A8%88%E5%B9%B4%E5%A0%B 1/1-3_103%E5%B9%B4%E6%95%99%E8%82%B2%E7%B5%B1%E8%A8%88% E5%B9%B4%E5%A0%B1.pdf
廖介敏（2014）。桃園縣國民中學教師學術樂觀與組織公民行為關係之研究（未出版 之碩士論文）。國立政治大學，臺北市。
劉幼玲（2010）。學業樂觀的引入及對我國教育的啟示。基礎教育，7(9)，59-62。
鄭怡婷（2007） 。人資顧客服務代表的角色壓力與工作滿意、工作投入、留任意願 之關聯－以知覺人力資源部門主管支持為調節變項（未出版之碩士論文），國立 中央大學，桃園市。
謝文全（1998）。教育行政－理論與實務。新北市：文景。
謝文全（1999）。教學視導的意義與原則－並以英國教學視導制度為例。課程與教學 季刊，2，1-14。
羅清水（2000）。教學視導在教師專業發展的意義。教育人力與專業發展雙月刊，17 （2），取自http://study.naer.edu.tw/UploadFilePath/dissertation/l017_02_011.htm。
西文部份
Babcock- Roberson, M. E., and Strickland, O. J., (2010). The relationship between charismatic leadership, work engagement, and organizational citizenship behaviors. The Journal of Psychology, 144(3), 313-326
Babin, B.J. & Boles, J.S. (1996). The effects of perceived co-worker involvement and supervisor support on service provider role stress, performance and job satisfaction. Journal of Retailing, 72(1) , 57-75.
Barsade, S. G., 2002. The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47, 644-675.
Beard, K. S., Hoy, W. K., & Woolfolk-Hoy, A. (2010). Academic optimism ofindividual teachers: Confirming a new construct. Teaching and TeacherEducation, 26, 1136-1144.
Blase, J., & Blase, J. (2002). The micropolitics of instructional supervision: Acall for research. Educational Administration Quarterly, 38, 6-44.
Demerouti, E., Bakker, A.B. and Bulters, A.J. (2004). The loss spiral of work pressure, work-home interference and exhaustion: reciprocal relations in a three-wave study, Journal of Vocational Behavior, 64, 131-49.
Derrington, M. L. (2011). Changes in teacher evaluation: Implications for the principal’s work. DeltaKappa Gamma Bulletin, 77(3), 51-54.
Ekeh, P. U., & Njoku, C. (2014). Academic optimism, students’ academic motivation and emotional competencein an inclusive school setting. European Scientific Journal, 19, 127-141.
Gagnon, M.A. & Michael, J.H. (2004) Outcomes of perceived supervisor support for wood production employees. Forest Products Journal, 54(12) , 172-177
George, M. J. and Zhou, J., (2007). Dual Tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50( 3), 605-622.
Glatthorn, A. A. (1984). Differentiated Supervision. 取自ERIC database.(ED245401)
Glickman, C. D. (1990).Supervision of instruction.London: Allyn and Bacon.
Glickman, C. D. (2002). Leadership for learning: How to help teachersucceed. Alexandria, VA: Association for Supervision and CurriculumDevelopment.
Glickman, C. D. (1981). Developmental supervision. Washington, DC: Association for Supervision and Curriculum Development.
Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. (2000). Collective teacherefficacy: Its meaning, measure, and impact on student achievement.American Educational Research Journal, 37(2), 479-508
Hair, Joseph F., G. Tomas M. Hult, Christian M. Ringle, and Marko Sarstedt. (2014). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Thousand Oaks: Sage.
Hair, Jr., J. F., Anderson, R., R. L. Tatham, and W. C. Black (1995), Multivariate Data Analysis with Readings, 4th Edition, N. J.: Prentice Hall International Editions.
Harris, B. M. (1985). Supervisory behavior in education (3rd ed.). New York:Prentice-Hall.
Hay Group., 2002. Enagage employees and boost performance. Hay Insight Connections, 1(1), 4.
Hoy, W. K., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin.
Hoy, W. K., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38(1), 77-93.
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006a). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446.
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006a). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446.
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006b). Academic optimism of schools. In W. K. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes(pp. 135-156). Greenwich, CT: Information Age.
Jones, R.J. & Harter, K.J. (2005). Race effects on the employee engagement-turnover intention relationship. Journal of Leadership and Organizational Studies, 11, 2, 78-88.
Kahn, W. A., 1990. Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal, 33(4), 692-724.
Kanungo, R.N., 1982. Measurement of Job and Work Involvement. Journal of Applied Psychology, 67:341-350
Kilinc, A. C. (2013). The relationship between individual teacher academic optimism and school climate. International Online Journal of Educational Sciences, 5(3), 621-634.
Kurz, N. M. (2006). The relationship between teachers’sense of academicoptimism and commitment to the profession (Unpublished doctoral dissertation). The Ohio State University, Ohio.
Maslach, C., Schaufelli, W.B., & Leiter, M.P., 2001. Job burnout. Annual Review of Psychology, 52, 397-422.
May, D.R. Gilson, R.L. and Harter, L.M. (2004). The psychological conditions of meaningfulness, safety and availability and the engagement of the human spirit at work, Journal of Occupational and Organisational Psychology, 77, 11-37.
Morris, V. C. Crowson, R. L. Cynthia, P. G. & Harwitz, E. Jr. (1984). Principal in action : The reality of managing schools. Ohio : Bell & Howell.
Pajak, E. (2000). Approaches to clinical supervision: Alternatives for improving instruction. (2nd .ed.). Norwood, MA: Christopher-Gordon.
Palandra, M. (2010).The role of instructional supervision in district-widereform.International Journal of Leadership in Education, 13, 221-234.
Pirouz, D. M. (2006). An overview of partial least squares. 取自http://www.merage.uci.edu/~dpirouz04/research/pls/PLS.pdf.
Reeves , J. B. (2010). Academic optimism and organizational climate: Anelementary school effectiveness test of two measures. Unpublished doctoral dissertation, The University of Alabama, Tuscaloosa
Rich, B. L., LePine, J. A., Crawford, E. R. (2010). Job engagement: Antecedents and effects on job performance. Academy of Management Journal, 53, 617-635.
Rousmaniere, K. (1992). City teachers: Teaching in New York City schools in the 1920s. Unpublisheddoctoral dissertation, Columbia University.
Salanova M., Agut S., Peiro J. M. (2005). Linking Organizational Resources and Work Engagement to Employee Performance and Customer Loyalty: The Mediation of Service Climate. Journal of Marketing Research, 19(3), 343-351.
Sergiovanni, T.J. & Starratt, R.J. (2002). Supervision: A Redefinition. 7th edition. Boston, MA: McGraw-Hill.
Schaufeli, W. B., & Bakker, A. B., (2004). Job demands, job resources, and their relationship with burnout and engagement a multi-sample study. Journal of Organizational Behavior, 25, 293-315.
Schaufeli, W. B., & Bakker, A. B2004. Job demands, jobresources, and their relationship with burnout and engagement a multi-sample study. Journal of Organizational Behavior, 25, 293-315.
Schaufeli, W.B., & Bakker, A., 2003. UTRECHT WORK ENGAGEMENT SCALE. Occupational Health Psychology Unit, 1.
Schaufeli,W. B.,&Bakker,A.B. (2003). Test manual for the UtrechtWork Engagement Scale. Unpublished manuscript, Utrecht University, the Netherlands. 取自 http://www.schaufeli.com
Sergiovanni, T. J., & Starratt, R. J. (2007).Supervision: A redefi nition. New York, NY: McGraw-Hill.
Sharma, S., Yusoff, M., Kannan, S., & Baba, S. B. (2011).Concerns of teachers and principals oninstructional supervision in three Asian countries.International Journal of Social Science andHumanity, 1(3), 214-217.
Smyth, J. (1991). Instructional supervision and the redefinition of who(does it in schools, Journal of Curriculum and Supervision, 7(1), 90-99
Spears, H. (1953). Improving the supervision of instruction. New York: Prentice-Hall.
Sullivan, S. Glanz, J. (2009).Supervision That Improves Teaching and Learning :Strategies and Techniques. Thousand Oaks: Cowin Press.
Tesfaw, T. A., & Hofman, R. H. (2014).Relationship between instructional supervision and professionaldevelopment.International Education Journal: Comparative Perspectives, 13(1), 82-99.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.
Wayne, W. G., Shore, L. M., & R. C. Liden., 1997. Perceived organizational support and leader-member exchange: A social exchange perspective. Academy of Management Journal, 40(1), 82-111.
Woolfolk Hoy, A., Hoy, W. K., Kurz, N. (2008). Teacher`s academic optimism: the development and test of a new construct. Teaching and Teacher Education, 24, 821-834.
Zachariah, W. (2012).Instructional supervision in public secondary schools in Kenya.EducationalManagement Administration & Leadership, 40, 188-216. |
| Description: | 碩士
國立政治大學
教育學系
104152003 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0104152003 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| 200301.pdf | | 1818Kb | Adobe PDF2 | 84 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
