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    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/141926


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/141926


    Title: 國中校長和教師交換關係與建言行為關聯性之研究：以權力距離與內外團體為調節變項
    The Relation between Leader-member Exchange and Teachers` Voice Behavior in Middle School: The Moderation of Power Distance and In/Out-group
    Authors: 湯家偉;林育葳
    Tang, Chia-wei;Lin, Yu-wei
    Contributors: 教育學院
    Keywords: 內外團體;主管-部屬交換關係;建言行為;權力距離
    In/out-group;Leader-member exchange;Voice behavior;Power distance
    Date: 2018-12
    Issue Date: 2022-09-19 15:18:54 (UTC+8)
    Abstract: 本研究目的在探討學校組織的主管（校長）—部屬（教師）交換關係對於建言行為的影響，並以權力距離及內外團體為調節變項，檢視調節變項是否會對主管—部屬交換關係與建言行為的效果有調節作用。研究設計採分層抽樣，以問卷調查的方式對高雄市34所市立國中教師進行資料蒐集，回收之有效問卷為324份。研究結果顯示：一、校長與教師的交換關係品質愈高將愈有益於提升教師建言行為之表現；二、擔任行政職（內團體）之教師表現建言行為的程度較其他教師高；三、校長與教師間之權力距離愈高，將愈不利於教師建言行為之產生，但其對校長教師互動與教師建言行為之關係未能產生顯著的調節效果；四、對擔任行政職的教師來說，校長與其互動關係對其行使建言行為的影響更大。最後，研究者根據結論提出相關建議，俾供學校管理實務及未來學校組織建言行為研究之參考。
    This research paper is an attempt to examine the impact of leader-member exchange (LMX) to teachers’ voice behaviors, with the moderators—power distance and the distinction of in/out-group. Using the questionnaire constructed by three dimensions, LMX quality, attitude to voice behavior, and recognition of power distance, the data are collected from the 324 in-service middle school teachers in Kaohsiung area, Taiwan. The results are as followings: (1) LMX are positively correlated with teachers’ voice behavior; (2) Teachers with administrative position (in-group) show more voice behavior than others; (3) The higher power distance would fail teachers’ voice behavior, but the moderating effect is not significant; (4) LMX relationship between teachers with administrative position and school principals could have huge effect on voice behavior. Finally, the researcher gives out some suggestions for school management and future study, based on the results.
    Relation: 教育行政研究, Vol.8, No.2, pp.53-79
    Data Type: article
    DOI 連結: https://doi.org/10.3966/222350002018120802003
    DOI: 10.3966/222350002018120802003
    Appears in Collections:[教育學院] 期刊論文

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