政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/60453

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/60453

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政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/60453

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题名:	國民中學校長僕人領導與教師組織公民行為關係之研究 A story of principals` servant leadership and teachers` organizational citizenship behavior at junior high schools
作者:	鄭俊英 Cheng, Chun-Ying
贡献者:	吳政達 Wu, Cheng-Da 鄭俊英 Cheng, Chun-Ying
关键词:	僕人領導教師組織公民行為 Servant Leadership Teachers` Organizational Citizenship Behavior
日期:	2010
上传时间:	2013-09-05 15:26:59 (UTC+8)
摘要:	本研究旨在探討新竹縣、市國民中學校長僕人領導與教師組織公民行為相關之研究。研究目的包括：瞭解國民中學校長僕人領導層面及學校教師組織公民行為之現況及關係；不同背景變項的國民中學教師，對校長僕人領導層面知覺之差異以及對學校教師組織公民行為知覺之差異；根據研究結果提出建議。為達成上述目的，本研究採用「問卷調查法」來進行研究，以新竹縣、市公立和私立國民中學教師為研究對象。本研究正式問卷調查，為求具代表性，依不同學校規模分別抽取「12 班（含）以下」學校22 所、「13-24 班」學校12 所、「24-48 班」學校13 所及「49 班（含）以上」學校5 所，共49 所學校。發出問卷456 份，回收442 份，回收率97.0 ％，無效問卷32 份，有效問卷412 份，有效回收率為93.0％。本研究使用工具「國民中學校長僕人領導與教師組織公民行為關係之研究」問卷，除了受試者基本資料外，包含兩份量表，分別是「校長僕人領導行為量表」與「教師組織公民行為量表」問卷。在資料的統計分析方面採用描述性統計、t 考驗、單因子變異數分析與薛費法事後比較、多元逐步迴歸分析等方法。根據研究發現，歸納本研究主要結論如下：一、新竹縣、市國民中學教師對校長僕人領導行為之「願景激發」感受最高，「尊重建立社群」感受最低。二、新竹縣、市國民中學教師對教師組織公民行為之「工作恪守本份」」感受較佳，「人際公民行為」感受較差。三、新竹縣、市國民中學教師對「性別」在校長僕人領導行為及教師組織公民行為上認同度相同。四、新竹縣、市國民中學教師感受到「61 歲以上的校長」在校長僕人領導和及「51 歲以上教師」在教師組織公民行為上表現較佳。五、新竹縣、市國民中學教師感受到「不同學歷」背景之校長在校長僕人領導和教師在組織公民行為上的表現上，沒有顯著差異。六、新竹縣、市國民中學教師對於不同服務年資的校長的感受，具「年資7 年以上」校長在各向度上表現最高，勝過年資「3-4 年」及「2 年以下」；但是不同服務年資的教師在教師組織公民行為上表現，沒有顯著差異。七、新竹縣、市國民中學教師因為擔任職務之不同，在教師組織公民行為上表現上，在「人際公民行為」向度上，專任教師高於導師。八、新竹縣、市國民中學教師對不同學校規模校長僕人領導的感受，「49 班以上」明顯高於其他的規模班級數，但在教師組織公民行為上表現上，卻無明顯差異。九、新竹縣、市國民中學教師對於不同的學校屬性，在校長僕人領導的感受或教師組織公民行為上表現上，都是私立大於公立。十、校長僕人領導各層面對教師組織公民行為具有預測力，因此校長僕人領導行為對學校教師組織公民行為產生顯著的正向直接影響。關鍵詞：僕人領導、教師組織公民行為 This study aims to discuss principals’ servant leadership and teachers’ organizational citizenship behavior related studies at junior high schools in Hsinchu city/county, with research purposes to cover : understand current situation and relationship between principals’ servant leadership and teachers’ organizational citizenship behavior at junior high school; understand the differences in the perception of principals’ servant leadership and teachers’ organizational citizenship behavior of junior high school teachers from diverse background variables, and propose suggestions upon the research outcomes. In order to achieve the purposes mentioned above, the study introduces “questionnaire survey” to conduct a study, with public and private junior high school teachers in Hsinchu city/county as research objects. In order to be significant, the official questionnaire survey of this study is proceeded upon different school size, with 22 schools with “12 classes (included)”, 12 schools with “13-24 classes”, 13 schools with “24-48 classes”, 5 schools with “49 classes (included)” selected; totaling up 49 schools with 456 questionnaires distributed and 442 questionnaires returned, reporting a 97.00% return rate including 32 invalid questionnaires and 412 valid questionnaires, reporting a 93.00% valid return rate. The study uses “A Study of Principals’ Servant Leadership and Teachers` Organizational Citizenship Behavior at Junior High Schools” questionnaire as a tool, covering two tables besides basic information of interviewees, which are “Principals’ Servant Leadership Behavior” and “Teachers’ Organizational Citizenship Behavior” questionnaire. Introducing descriptive statistics, t test, one-way ANOVA, Scheffe′s method, multiple stepwise regression analysis for data statistic analysis, the study is mainly concluded as below upon the research outcomes. I. Junior high school teachers in Hsinchu city/county reported a feeling on “vision inspired” by principals’ servant leadership behavior the most, and a feeling on “respect on community establishment” the least. II. Junior high school teachers in Hsinchu city/county reported better feeling on “scrupulous abidance of duty” of teachers’ organizational citizenship behavior, and reported poorer feeling on “interpersonal citizenship behavior”. III. Junior high school teachers in Hsinchu city/county reported the same level of identity in terms of “gender” for principal leadership behavior and teachers’ organizational citizenship behavior. IV. Junior high school teachers in Hsinchu city/county reported better feeling on the performance of “principals who aged above 61” in terms of principals’ servant leadership and “teachers who aged above 51” in terms of teachers’ organizational citizenship behavior. V. Junior high school teachers in Hsinchu city/county feel no significant difference on the performance of principals from “different academic backgrounds” in terms of principals’ servant leadership and teachers’ organizational citizenship behavior. VI. In terms of various dimensions of principals upon diverse years of service, junior high school teachers in Hsinchu city/county reported better feeling on principals who have “over 7 years of service” than those who have a service of 3-4 years and under two years; however, teachers upon various years of service showed no significant difference in terms of the performance of teachers’ organizational citizenship behavior. VII. Due to the diverse positions that junior high school teachers in Hsinchu city/county are responsible for, full-time teachers performed better than tutors in terms of “interpersonal citizenship behavior” aspect of teachers’ organizational citizenship behavior. VIII. Junior high school teachers in Hsinchu city/county reported better feeling on schools with “over 49 classes” which is significantly higher than schools in other class size; however, they reported no significant difference in terms of the performance of teachers’ organizational citizenship behavior. IX. Due to different types of schools, junior high school teachers in Hsinchu city/county have positive comments on the performance of private schools than public schools in no matter a feeling on principals’ servant leadership or the performance of teachers’ organization citizenship behavior. X. The principals’ servant leadership has a power of prediction while facing teachers’ organizational citizenship behavior from various aspects, therefore, the principals’ leadership behavior will have positive and direct impact on teachers’ organizational citizenship behavior. Keyword: servant leadership, teachers’ organizational citizenship behavior
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