English  |  正體中文  |  简体中文  |  Items with full text/Total items : 88295/117812 (75%)
Visitors : 23399099      Online Users : 68
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/51435


    Title: 校長分享式領導、教師專業社群對組織信任影響之研究
    The study of the influence of principal shared leadership and teacher professional community on organizational trust
    Authors: 盧柏安
    Lu, Po An
    Contributors: 吳政達
    盧柏安
    Lu, Po An
    Keywords: 校長分享式領導
    教師專業社群
    組織信任
    principal shared leadership
    teacher professional community
    organizational trust
    Date: 2009
    Issue Date: 2011-10-05 14:54:33 (UTC+8)
    Abstract: 本研究旨在探討校長分享式領導、教師專業社群對組織信任的影響。研究方法為文獻分析與問卷調查法。研究對象為臺北縣高中職、國中及國小教師,共發出797份問卷,有效問卷計680份,可用率達85.32%。問卷回收後分別以因素分析、信度分析、描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析及階層迴歸分析等統計方法進行研究。根據研究結果與分析後歸納之結論如下:
    一、臺北縣縣立高中職、國中及國小教師對校長分享式領導、教師專業社群及組織信任的知覺程度整體而言屬中上程度,其整體表現已有一定水準。
    二、不同背景因素的教師知覺校長分享式領導、教師專業社群及組織信任整體及各層面的程度有差異。
    三、校長分享式領導、教師專業社群與組織信任之間存在正相關。
    四、校長分享式領導、教師專業社群對組織信任有顯得的聯合預測力,其中以「內部合作」的預測力最高。
    五、教師專業社群在校長分享式領導對組織信任的影響上有正向調節之作用。
    最後,本研究依據研究結果分別提出以下建議:
    一、對教育行政主管機關的建議
    (一)提倡校長分享式領導的理念,促進教師專業社群的發展,以增進學校信任。
    (二)強化師資職前教育與在職進修的「教師專業發展」課程規劃。
    (三)建立「師徒制」的教學輔導教師制度,提升教師專業成長,增加組織信任。
    (四)明訂學校行政人員平時表現獎勵基準,培育學校行政人才。
    二、對學校校長的建議
    (一)鼓勵教師、家長及學生瞭解並參與校務,促進教學、行政與社區團隊合作。
    (二)推動「師傅教師」的制度,營造教學專業團隊,增進教師專業發展及同儕信任。
    (三)適時調整及運用行政處室人力,重視內部成員間的組織信任。
    三、對學校教師的建議
    (一)主動參與各項重要會議並表達意見,發揮教師領導的專業精神。
    (二)主動協助學校行政工作,發展教師領導知能,增加學校信任。
    (三)積極投入教師專業社群,從反省對話及教學觀摩增加教學專業及同儕信任。
    四、對未來研究的建議
    分別就研究對象、研究方法、研究變項及研究工具等方面,對未來的研究提出建議。
    Reference: 一、中文文獻
    王玉芬(2007)。校內教師會議與教師專業成長關係之行動研究─以一所學校教師會理事長的經驗為例。國立臺灣師範大學公民教育與活動領導學系在職進修碩士班論文,未出版,臺北市。
    王成隆(2004)。組織知能分享意願與文化、信任、個人因素關係之研究─ 以各級教師為例。元智大學資訊管理研究所碩士論文,未出版,桃園縣。
    江彥廷(2006)。Etienne Wenger的實踐社群理論及其對教師專業社群之啟示。國立臺北教育大學課程與教學研究所碩士論文,未出版,臺北市。
    牟鍾福(2001)。國中體育教師組織正義與組織信任對組織承諾影響之研究。國立臺灣師範大學體育研究所未出版之博士論文,未出版,臺北市。
    余民寧(2006)。潛在變項模式:SIMPLIS的應用。臺北:高等教育。
    吳明烈(2004)。組織學習與學型學校。臺北:高等教育。
    李芳齡(譯)(2001)。Kleiner, A.,Roberts, C.,Ross, R.,Roth, G., Senge, P., & Smith, B. 著。變革之舞-持續「學習型組織」動力的挑戰與策略(The Dance of Change-The Challenges to Sustaining Momentum in Learning Organizations)。臺北:天下遠見。
    林火旺(2007)。道德—幸福生活的必要條件。臺北:寶瓶文化。
    林明地、楊振昇、江芳盛(譯)(2001)。Robert G. Owens著。教育組織行為(Organizational Behavior in Education)。臺北:揚智文化。
    林洲安(2005)。心理契約、信任與組織公民行為關係之研究:以台灣流通業員工為例。國立中山大學人力資源管理研究所碩士在職專班碩士論文,未出版,高雄市。
    林鉦棽(1996)。組織公正、信任、組織公民行為之研究:社會交換理論之觀點。管理學報,13(3),391-415。
    林鉦棽、蕭淑月(2005)。社會支持、信任、關係品質與組織知識分享行為之關係研究。商管科技季刊,6(3),373-400。
    林隆儀(2002)。不同聯盟型態之下經濟誘因與信任之重要性研究—以台灣清涼飲料。國立臺北大學企業管理學系博士論文,未出版,臺北市。
    林端(2000)。雙重信任危機考驗新政府。中國時報,2000.09.22。
    柯毓麟(2004)。整合性電子市集信任模式之研究。暨南國際大學資訊管理學系碩士論文,未出版,南投縣。
    邱義川(2007)。國民小學教師專業知能與教學效能之相關研究。國立嘉義大學教育行政與政策發展研究所碩士論文,未出版,嘉義市。
    柳雅梅(譯)(2006)。Roberts, S. M., & Pruitt, E. Z.著。學校是專業的學習社群(Schools as professional learning communities: Collaborative activities and strategies for professional development)。臺北:心理。
    孫本初(2001)。組織中員工授能之探討。空專學訊,144,94-98。
    徐楊順(2001)。知識分享意願、組織公平與信任關係之研究。私立朝陽科技大學企業管理研究所碩士論文,未出版,臺中縣。
    殷允芃(2005,7)。信任─站在巨人的肩膀上。天下雜誌,326,6-8。
    洪崇榮(2005)。組織公平、信任與顧客公民行為之研究。國立中山大學人力資源管理所在職專班碩士論文,未出版,高雄市。
    張文華(2000)。基層行政人員組織信任之研究-以台北市區公所為研究對象。國立政治大學公共行政學系未出版之碩士論文,未出版,臺北市。
    張瑛儒(2008)。學校教師組織信任與組織公民行為關係之研究以嘉義縣國民中學為例。國立嘉義大學教育行政與政策發展研究碩士論文,未出版,嘉義市。
    張德銳(2005)。人際關係與溝通-促進教師專業發展。臺北:高等教育。
    游明益(2008)。工作滿足、信任與組織公民行為-知識分享之中介效果及人格特質之干擾效果。大葉大學人力資源暨公共關係學系碩士在職專班論文,未出版,彰化縣。
    歐用生(1996)。教師專業成長。臺北:師大書苑。
    許道然(2001)。組織信任之研究:一個整合性觀點。空大行政學報,11,253-296。
    陳玉軒(2005)。組織中人際信任的形成之探索性研究。國立政治大學公共行政學系碩士論文,未出版,臺北市。
    陳美玉(1999)。教師專業學習與發展。臺北:師大書苑。
    陳佩英、焦傳金(2009,5月)。分散式領導與專業學習社群之建構:一所高中教學創新計畫的個案研究。載於國立臺灣師範大學舉辦之「教育行政的力與美國際學術研討會論文集」(頁129-154),臺北市。
    陳惠邦(2003)。教育行動研究。臺北:師大書苑。
    楊美惠(2004)。國民小學教師課程領導行為及影響因素之研究。國立臺北師範學院教育政策與管理研究所碩士論文,未出版,臺北市。
    楊振富(譯)(2002)。Peter Senge著。第五項修鍊—學習型學校(Schools That Learn)。臺北:天下文化。
    黃乃熒(1995)。一個發展的觀念「學習性領導」在教育行政上的啟示。教育研究資訊,3(1),64-74。
    黃賀、蘇英芳(2005)。我國銀行業人際信任度之研究。人力資源管理學報,5(3),1-20。
    黃瑋如(2004)。連鎖加盟業之關係連結、信任與承諾之關係─以關係階段為干擾效果、信任。國立成功大學企業管理研究所碩士論文,未出版,臺南市。
    黃寶嬋(2008)。國小行政教師與其主管的關係品質對主管信任與承諾之影響:心理契約與角色衝突的中介效果。國立臺南大學教育經營與管理研究所碩士論文,未出版,臺南市。
    蔡進雄(2003)。學校領導的新思維:建立教師學習社群。技術及職業教育雙月刊,78,42-46。
    劉慶生(2006)。建構「國文科教師專業社群」之行動研究。輔仁大學教育領導與發展研究所碩士論文,未出版,臺北縣。
    謝文全(2004)。教育行政學。臺北:高等教育。
    謝明倫(2007)。教師對主管的滿意度、信任與承諾之間的關係:各種理論模式之比較。國立臺南大學教育管理與經營研究所碩士論文,未出版,臺南市。
    韓念嘉(2006)。信任、授權與員工工作滿意度之研究。國立中山大學企業管理學系研究所碩士論文,未出版,高雄市。
    賴志峰(2009)。教師領導的理論及實踐之探析。教育研究與發展期刊,5(3),113-144。
    鄭崇趁(2007)。卓越學校的理論基礎。載於薛春光(主編),臺北縣卓越學校經營手冊—指標系統(頁3-34)。臺北縣:臺北中小學校長協會。
    二、英文文獻
    Anderson, G., & Narus, J. A. (1990). A model of distributor firm and manufacturer firm working partnerships. Journal of Marketing, 54 (1), 42-58.
    Beach, L. (2006). Leadership and the art of change: A practical guide to organizational transformation. Thousand Oaks, CA: Sage.
    Bergmann, H., Hurson, K., & Russ-Eft, D. (1999). Everyone a leader: A grassroots model for the new workplace. New York:
    Berry, L. L. (2000). Cultivating service brand equity. Journal of the Academy Marketing Science, 28(1), 128-137.
    Bhatta-charya, R., Devinney, T. M., & Pillutla, M. M. (1998). A formal model of trust based on outcome. Academy of Management Review, 23, 457-472.
    Brockner, J. & Siegel, P. (1996). Understanding the interaction between procedural and distributive justice. In R. M. Kramer, & T. R. Tyler (eds.). Trust in organizations:Frontiers of theory and research (pp. 331-356) . Thousand Oaks, CA:Sage Publications.
    Bryk, A. S., & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-44.
    Burke, P. H. (2003). Organizational learning a necessity for sharing and distributing leadership to bring about real change for teachers and students: One principal’s story. Presented at the annual meeting of the American Educational Research Association, Chicago, IL (ERIC Document Reproduction Services No. ED 481091)
    Butler, E. D. (1995). Improving school learning environments: a resources manual of knowledge and strategies. Center for Research in Educational Policy, Memphis university, TN (ERIC Document Reproduction Service No. ED 386787)
    Carnevale, D. G., & Wechsler, B. (1992), Trust in the public sector–individual and organizational determinants. Administration and Society, 23, 471-494.
    Carnevale, D. G. (1998). Organizational trust. In T. M. Shafritz (ed.), The International Encyclopedia of Public and Administration (pp. 121-140), Boulder, CO: Westview Press.
    Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145-170.
    Cook, L. & Wall, T. (1980). New work attitude measures of trust, organizational commitment and personal need non-fulfilment. Journal of Occupational Psychology, 53, 39-52
    Costigan, R. D., Ilter, S. S., & Berma, J. J. (1998). A multi-dimensional study of trust in organizations. Journal of Managerial Issues, 5(3), 303-315.
    Crowther, F., Kaagan, S., Ferguson, J., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousands Oaks, CA: Corwin.
    Daft, R. L. (2001). Organization theory and design. Ohio: South- Westen Publishing.
    Daly, A. J., & Chrispeels, J. (2008). A question of trust: Predictive conditions for adaptive and technical leadership in educational contexts. Leadership and Policy in Schools, 7(1), 30-63.
    Danielson, L. (2008). Making reflective practice more concrete through reflective decision making. The Educational Forum, 72, 129-137.
    Deutsch, M. (1958). Trust and suspicion. Journal of Conflict Resolution, 2, 265-279.
    Deutsch, M. (1962). Cooperation and trust: Some theoretical note, nebraska symposium on motivation. University of Nebraska Press, 275-320.
    Dirks, K. T. (1999). The effects of interpersonal trust on work group performance. Journal of Applied Psychology, 84(3), 445-455.
    Discoll, J.W. (1978). Trust and participation in organizational decision making as predictors of satisfaction. Academy of Management Journal, 21(1), 44-56.
    Edvantia (2005). Research brief: Shared leadership and student achievement. Retrieved from September 4, 2009, from http://www.edvantia.org/pdta/pdf/Shared_Leadership.pdf
    Elder, J. O. (2000). Support for the shared leadership of collaboration action teams through training of teams, local facilitators and development of resources materials. Presented at 2000 annual AERA meeting, New Orleans, LA (ERIC Document Reproduction Services No. ED442206)
    Ganesan, S. (1994). Determinants of long term orientation in buyer–seller relationship. Journal of Marketing, 58(4), 1-19.
    Golden, M. (2005). Making strides with educational data. T.H.E. Journal, 32(12), 38-40.
    Hardin, R. (1993). The street-level epistemology of trust. Politics and Society, 21 (4), 505-529.
    Harris, A. (2002). Effective leadership in schools facing challenging contexts. Presented at at the annual meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED 466035)
    Hipp, K. A., & Huffman, J. B. (2000). How leadership is shared and vision emerge in the creation of learning communities. Presented at the annual meeting of the American educational research association, New Orleans, LA (ERIC Document Reproduction Service No. ED 446359)
    Hord, S. M. (1997). Issues about change: Creating professional learning community. Southwest Educational Development Laboratary, Austin, TX (ERIC Document Reproduction Service No. ED 424685)
    Hoy, W. (2003). An analysis of enabling and mindful school structures: some theoretical, research and practical consideration. Journal of Educational Administration, 41(1), 87-108.
    Huff, L., & Kelley, L. (2003). Levels of organizational trust in individualist versus collectivist societies: A seven-nation study. Organizational Science, 14(1), 81-90.
    Huffman, J. B. (2001). The roles of shared values and vision in creating professional learning communities. Southwest Educational Development Laboratary, Austin, TX (ERIC Document Reproduction Service No. ED 466028)
    Huffman, J. B., & Hipp, K. A. (2000). Creating communities of learners: The interaction of shared leadership, shared vision, and supportive conditions. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED 452582)
    James, E. C. (2007). Leadership and the leader of trust. Phi Kappa Phi Forum, 87(4), 26.
    Keiffer-Barone, S. (2006). Clear and compelling text outlines shared leadership struggles. Journal of Staff Development, 27(2), 69.
    Kouzes, J. M., & Posner, B. Z. (1997). Leadership practices inventory(2nd ed.). San Francisco: Jossey-Bass, Pfeiffer.
    Kramer, P. M. (1999). Trust and distrust in organizations: Emerging perspectives, enduring questions. Annual Review of Psychology, 50, 569-598.
    Kumar, N., Scheer, L. K., & Steenkamp, M. (1995). The effects ofsupplier fairness on vulnerable resellers. Journal of Marketing Research, 1(32), 54-65.
    Lambert, L. (2006). Lasting leadership: A study of high leadership capacity schools. The Educational Forum, 70, 238-254.
    Langston, N., & Corcoran, R. D. (2001). The power of shared leadership: Promoting a way of being that will endure. Nursing and Health Care Perspectives, 22(5), 218.
    Lashway, L. (1997). Research roundup: Shared decision making. (ERIC Document Reproduction Service No. ED 406744)
    Leech, D., & Fulton, C. R. (2008). Faculty perceptions of shared decision making and the principal’s leadership behaviors in secondary schools in a large urban district. Education, 128(4), 630-644.
    Leithwood, K. S., Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research. How leadership influences student learning. New York: The Wallace Foundation.
    Leuthesser, L. (1997). Supplier relational behavior:An empirical assessment. Industrial Marketing Management , 26, 245-254.
    Lewicki, R. J., & Bunker, B. B. (1996). Developing and maintaining trust in work relationships. In Kramar, R.M., & Tyler, T. R. (Eds.), Trust in Organizations: Frontiers of Theory and Research (pp. 114-139). CA: Sage.
    Lewis, J. D., & Weigert, A. (1985). Tryst as a social reality. Social Force, 634, 967-985.
    LGLDHU(2008). Shared leadership: The LGLDHU leadership model. Retrieved from September 4, 2009, from http://www.healthunit.org/aboutus/shared_leadership/shared_leadership_sept2008. pdf
    Liebman, H., Maldonado, N., Lacey, C. H., & Thompson, S. (2005, November). An investigation of leadership in a professional learning community: A case study of a large, suburban, public middle school. Paper presented at the annual meeting of the Florida Educational Research Assocaition, Miami, FL.
    Liebman, A., Saxl, E., & Miles, M. (2000). Teacher leadership: Ideology and practice. In The Jossey-Bass reader on educational leadership, (pp. 348-365). San Francisco: Jossey-Bass.
    Lindahl, R. (2008). Shared leadership: Can it work in schools?. The Educational Forum, 72(4), 298-306.
    Little, J. (2000). Assessing the prospects for teacher leadership. In The Jossey-Bass reader on educational leadership (pp. 390-418). San Francisco: Jossey-Bass.
    Locke, E. (2003). Leadership: Starting at the top. In C. L. Pearce, & J. A. Conger (Eds.), Shared leadership: Reframing the whys of leadership, Thousands Oaks, CA: Sage.
    Louis, K. S. (2007). Trust and improvement in schools. Journal of Educational Change, 8(1), 1-24.
    Louis, K. S., Dretzke, B., & Wahlstrom, K. (2009). How does leadership affect student achievement
    Results from a National Survey. Unpublished doctoral dissertation, University of Minnesota, Twin City, MN.
    Louis, K. S., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences at restructuring schools. Americcan Journal of Education, 106(4), 532-575.
    Lovely, S. D. (2005). Making the leap to shared leadership. Journal of Staff Development, 26(2), 16-21.
    Luthans, F., & Kreitner, R. (1985). Organizational behavior modification and beyond. Glenview, IL: Scott-Foresman.
    Mahon, J. P. (1994). Shared leadership and TQM. Presented at the annual meeting of the National Association of Secondary School Principals, New Orleans, LA. (ERIC Document Reproduction Service No. ED 368062)
    Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An Integrative Model of Organizational Trust. Academy of Management Review, 20(3), 709-730.
    McAllister, D. J. (1995). Affect and cognition based trust as foundations for interpersonal cooperation in organizations. Academy of Management Journal, 38, 24-59.
    McCauley, D. P., & Kuhnert, K. W. (1992). A theoretical review and empirical investigation of employee trust in management. Public Administration Quarterly, 16(2), 265-283.
    McClure, R. M. (1988). The evolution of shared leadership: The mastery in learning project is helping teachers and administrators overcome the isolation of their traditional roles to become professional collaborators. Educational Leadership, 46(3), 60-62.
    McGregor, D. (1960). The human side of enterprise. New York: McGraw-Hill Publishing Company.
    McGuire, G. (2008). Shared leadership shared results. Leadership, 37(3), 35-37.
    McLain, D. L., & Hackman, K. (1999). Trust, risk, and decision making in organizational change. Public Administration Quarterly, 23(2), 152-176.
    McQuiston, D.H. (2001). A conceptual model for building and maintaining relationships between manufacturers representatives and their principals. Industrial Marketing Management, 30, 165-181.
    Mihans, R., & Kappan, P. D. (2008). Can teacher lead teachers?. Bloomington, 89(10), 762-765.
    Miller, R. (2008). A mixed methods study of shared leadership in a K-12 school district enhanced by a case study of the former superintendent role. Unpublished doctoral dissertation, Corban College, Salem, OR.
    Moorman, C., Deshpande, R., & Zaltman, G. (1993), Factors affecting trust in market research relationships. Journal of Marketing, 57(1), 81-101.
    Morris, R. C. (2008). Distributed leadership in practice. Choice, 45(6), 1026.
    Morrison, E. W., & Robbinson, S. L. (1997). When employees feel betrayed: A model of how psychological contract violation develops. Academy of Management Review, 22, 226-256.
    Muller, L., & Thorn, J. (2007). Advancing toward shared decision making. Principal Leadership, 7(6), 45-48.
    Nathan, J. H. (2002). Understanding and measuring shared leadership in work teams. Unpublished manuscript, Pennsylvania State University, PA.
    Nyhan, R. C. (1999). Increasing affective organizational commitment in public organizations, Review of Public Personnel Administrative, 29(2), 58-70.
    Nyhan, R. C. (2000). Changing the paradigm: Trust and its role in public sector organizations. American Review of Public Administration, 30(1), 87-109.
    Nyhan, R. C., & Marlowe, S. (1997). Development and psychometric properties of the organiza- tionnal trust inventory. Evaluation Review, 21, 614-635.
    Pourke, J., & Hartzman, M. (2008). Calling for excellence with one voice. Principal Leadership, 8(10), 36-39.
    Printy S. M. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187-226.
    Raelin, J. (2003). Creating leaderful organizations: How to bring out leadership in everyone. San Francisco: Berrett-koehler Publishers.
    Rampel, J. K., Holmes, J. G., & Zanna, M. P. (1985). Trust in close relationships. Personality and Social Psychology, 49(1), 95-112.
    Rasberry, M. A., & Mahajan, G. (2008). From isolation to collaboration: Promoting teacher leadership through PLCs. Retrieved September 5, 2009, from http://catalog.proemags.com/get-
    MagPdf.php?mid=wqdqrr
    Rice, N. (2006). Opportunities lost, possibilities found: Shared leadership and inclusion in an urban high school. Journal of Disability Policy Studies, 17(2), 88-100.
    Robbins, S. P. (2001). Organizational behavior (9th Ed.). New Jersey: Prentice-Hall.
    Robert, D. (1997). How to use problem-based learning in the classroom, association for Supervision and Curriculum Development .U.S. Virginia.
    Rotter, J. B. (1967). New scale for the measurement of interpersonal trust. Journal of Personality, 35, 651-665.
    Sackney, L., & Walker, K. (2006). Canadian perspectives on beginning principals: their role in building capacity for learning communities. Journal of Educational Administration, 44(4), 341-358.
    Schuermann, P. (2005, December). Shared leadership and student achievement: A review of the literature. Paper presented at the Appalachia Educational Laboratory at Edvantia, Nashville, TN.
    Serva, M. A., Fuller, M. A., & Mayer, R. C. (2005). The reciprocal nature of trust: A longitudinal study of interacting teams. Journal of Organizational Behavior, 26, 625-648.
    Solomon, R. C., & Flores, F. (2001). Building trust in business, politics, relationships, and life. New York: Oxford University Press.
    Spillance, J. (2006). Distributed leadership. San Francisco: Jossey-Bass.
    Stein, M. K., & Nelson, B. S. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), 423-428.
    Stone, R. & P. Cuper (2006). Best practice for teacher leadership: What award-winning teachers do for their professional learning communities. Thousand Oaks, CA: Corwin.
    Thomas, C. W. (1998). Maintaining and restoring public trust in government agencies and their employees. Administration & Society, 30(5), 166-193.
    Trail, K. (2000). Taking the lead: The role of the principal in school reform. Southwest Educational Development Laboratary, Austin, TX (ERIC Document Reproduction Service No. ED 451604)
    Trites, D., & Weegar, T. (2003). Shared leadership: Bringing community colleges to the people. The Community College Enterprise, 9(2), 39-48.
    Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458-495.
    Weick, L., & Kramer, M. R. (1996). Swift trust in temporary groups. Thousand Oaks, CA: Sage.
    Whitener, E. M., Brodt, S. E., Korsgaard, M. A., & Werner, J. M. (1998). Managers as initiators of trust: An exchange relationship framework for understanding managerial trustworthy behavior. Academy of Management Review, 23(3), 513-530.
    Young, V. (2006). Teachers’ use of data: Loose coupling, agenda setting, and team norms. American Journal of Education, 112(4), 521-548.
    Yukl, G., & Lepsimger, R. (2007). Improving performance through flexible leadership. In J. H. Minro (Ed.), Roundtable viewpoints: Organizational leadership (pp. 6-8). Dubuque, IA: McGraw-Hill.
    三、網路資源
    教育部(2009)。教育施政理念與政策。2010年1月3日,取自http://www.edu.tw/files/site_
    content/EDU01/教育施政理念與政策_(網頁版).pdf
    臺北縣政府教育局(2009)。臺北縣縣立高中職、國民中學及國民小學學校資料庫。2009年12月15日,取自http://www.tpc.edu.tw/_file/2052/SG/25532/D.html
    Wikipedia(2000)。Retrieved April 14, 2009, from http://zh.wikipedia.org/
    Description: 碩士
    國立政治大學
    教育行政與政策研究所
    94171010
    98
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0094171010
    Data Type: thesis
    Appears in Collections:[教育行政與政策研究所 ] 學位論文

    Files in This Item:

    File SizeFormat
    101001.pdf785KbAdobe PDF1214View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback