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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/127313


    Title: 國中校長真誠領導之影響因素：華人傳統領導文化之觀點
    Chinese Cultural and Leadership Factors for Principal’s Authentic Leadership in the Junior High School Context
    Authors: 湯家偉
    Contributors: 教育與心理研究
    Keywords: 自我監控、長期導向、威權式領導、真誠領導、圈內和圈外成員
    Date: 2018-12
    Issue Date: 2019-11-13 16:15:42 (UTC+8)
    Abstract: 過去真誠領導研究將重點置於理解其對組織成員，以及組織表現的影響，探討真誠領導前置因素，特別是不利因素之研究較為缺乏。本研究試圖從華人領導文獻中歸納華人相關領導理論，包含威權式領導、長期導向文化、差序領導風格下的領導者與部屬圈內外關係，以及領導者自我監控等，探討其對校長真誠領導之可能影響，並比較兼任與未兼任行政職之教師對其知覺的差異。本研究採調查研究法，以高雄市公立國民中學教師為對象，取得有效問卷計462份，並以PLS套裝軟體進行分析。本研究主要發現為：一、華人傳統的長期導向文化或威權式領導，可能不利國中校長真誠領導行為表現；二、校長若讓教師感覺自我監控程度較高時，可能提升教師對其威權式領導之印象，並進而降低對校長真誠領導之評價；三、校長威權式領導、長期導向與自我監控對其真誠領導行為表現之影響並不因教師兼任行政與否而有知覺之差異，但未兼任行政職之教師對校長真誠領導資訊平衡處理部分之知覺程度會較低。
    Recent research lay much emphasis on the influence of authentic leadership on organizational members and performance, while much less on the antecedent, especially adverse factors, of authentic leadership. Accordingly from the perspective of Chinese leadership culture current study proposes a theoretical model in which authoritarianism, self-monitoring and long-term orientation as the antecedants and authentic leadership as the dependant variable and compares the perceptions of in-group and out-group teachers regarding the model. Valid survey data was collected from 34 public junior higher schools and 462 teachers in Kaohsiung city. The main findings can be summarised as follows: (1) Authoritarianism and long-term orientation in Chinese culture might have negative impact on junior high school principals authentic leadership; (2) Self-monitoring mediates the relationship between principals’ authoritarianism and authentic leadership; (3) The relationship among authentic leadership and authoritarianism, self-monitoring, long-term orientation, differential leadership does not differ between in-group and out-group teachers. However out-group teachers have a lower perception regarding the principals’ balanced processing of information.
    Relation: 教育與心理研究, 41(4), 33-59
    Data Type: article
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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