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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/127319


    Title: 國民中學校長包容性領導對教師助人行為與工作投入之影響：教師心理安全感的中介效果分析
    Effect of Junior High School Principals’ Inclusive Leadership on Teachers’ Helping Behavior and Work Engagement: The Mediating Effect of Teachers’ Psychological Safety
    Authors: 吳政達
    Contributors: 教育與心理研究
    Keywords: 工作投入、心理安全感、包容性領導、助人行為、教師團隊
    Date: 2019-06
    Issue Date: 2019-11-13 16:17:05 (UTC+8)
    Abstract: 本研究旨在探討校長包容性領導對教師助人行為及工作投入的影響，並分析教師心理安全感的中介效果。本研究對象為臺灣地區公、私立國民中學教師，以分層隨機抽樣選取受試者。研究工具之問卷內容包括兩部分，第一部分為前置變項（校長包容性領導）及中介變項（教師心理安全感）；第二部分為結果變項（教師助人行為、教師工作投入）。研究方法採先透過驗證性因素分析校長包容性領導、教師助人行為、教師工作投入、教師心理安全感等各變項問卷資料，確定量表的統計適配資料。接著採用偏最小平方法結構方程模型，探討包容性領導是如何在組織脈絡下對助人行為及工作投入產生效果，並檢驗心理安全感的中介影響。本研究結論有四點：一、校長包容性領導對教師助人行為具有正向影響；二、校長包容性領導對教師工作投入具有正向影響；三、教師心理安全感對包容性領導與助人行為具有中介效果；四、教師心理安全感對包容性領導與工作投入具有中介效果。本研究貢獻在於同時探究教師心理安全感對校長包容性領導、教師助人行為和教師工作投入之中介效果，預期對校長包容性領導建構一完整的實證模型架構，以做為國中校長領導行為、教師助人行為及工作投入的實務工作參考。
    This study examined the effect of the inclusive leadership of school principals on teachers’ helping behavior and work engagement and analyzed the mediating role of teachers’ psychological safety. A questionnaire was employed to collect the opinions of junior high school teachers in Taiwan. The data were collected from raters selected through stratified random sampling. The questionnaire comprised two sections. The antecedent (principals’ inclusive leadership) and mediating (teachers’ psychological safety) variables were measured in the first section, whereas items on the outcome variables (teachers’ helping behavior and work engagement) constituted the second section. To analyze the data thoroughly, we examined the validity of the measures of principals’ inclusive leadership, teachers’ psychological safety, teachers’ helping behavior, and teachers’ work engagement by using confirmatory factor analysis. To determine the cross-level effect of leaders’ inclusive leadership within the organizational context on teachers’ helping behavior and work engagement within the individual context, we employed partial least squares–structural equation modeling to examine the relationships between variables as well as the mediating effect of psychological safety. The conclusions of this study are outlined as follows: (a) Principals’ inclusive leadership has a positive effect on teachers’ helping behavior, (b) Principals’ inclusive leadership has a positive effect on teachers’ work engagement, (c) Teachers’ psychological safety has a mediating effect between principals’ inclusive leadership and teachers’ helping behavior, and (d) Teachers’ psychological safety has a mediating effect between principals’ inclusive leadership and teachers’ work engagement. The contributions of this study include further exploration of the mediating effect of psychological safety on teachers’ helping behavior and work engagement as well as the construction of a comprehensive empirical model of principals’ inclusive leadership. Finally, based on the results of the study, practical references and implications for strengthening and improving principals’ leadership, teachers’ helping behavior, and teachers’ work engagement are provided.
    Relation: 教育與心理研究, 42(2), 1-30
    Data Type: article
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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