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| Title: | 校長賦權行為對教師工作滿意度影響之研究-以教師心理氣候為中介變項
The Study of the Influences of Principal Empowering Behavior on Teacher Job Satisfaction:Teacher Psychological Climate as a Mediator Abstract |
| Authors: | 傅安生
Fu, An Sheng |
| Contributors: | 吳政達
傅安生
Fu, An Sheng |
| Keywords: | 校長賦權行為
教師工作滿意度
教師心理氣候
Principal Empowering Behaivor
Teacher Psychological Climate
Teacher Job Satisfaction |
| Date: | 2012 |
| Issue Date: | 2013-07-11 18:23:00 (UTC+8) |
| Abstract: | 本研究旨在探討我國國民中學校長賦權行為、教師工作滿意度、教師心理氣候之實際情形，並瞭解校長賦權行為對教師工作滿意度的影響以及研究教師心理氣候是否具有中介效果。
研究方法為文獻分析與問卷調查法，問卷共224份，可用率達100％，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、Pearson積差相關、多元逐步迴歸及逐步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、新北市國民中學教師知覺校長賦權行為為中等程度，以「責任」之知覺程度為最高，「創新績效」之知覺程度最低。
二、新北市國民中學教師在工作滿意度的知覺為中等程度，以「同僚關係」之知覺程度為最高，「校長領導」之知覺程度最低。
三、新北市國民中學教師知覺心理氣候程度為中等程度，以「支持管理」之知覺程度為最高，「肯定」之知覺程度最低。
四、不同背景變項的新北市國民中學教師知覺校長賦權行為、教師心理氣候與教師工作滿意度的程度有差異。
五、新北市國民中學教師對校長賦權行為、教師心理氣候與教師工作滿意度的知覺，彼此間具有顯著關係。
六、校長賦權行為與教師心理氣候對教師工作滿意度有顯著聯合預測力，其中以「自主決策」的預測力最高。
七、教師心理氣候在校長賦權行為對教師工作滿意度的影響上具有中介效果。
最後，根據研究結果提出建議，以供教育行政機關、國民中學學校校長、教師及後續研究之參考。
This study aims to investigate the current situation of the juniorhigh school principal empowering behavior, teacher job satisfaction, and teacher psychological climate in Taiwan, and to discuss the influence of Principal Empowering Behavior on teacher job satisfaction and to test whether teacher psychological climate is a significant mediator or not.
The research process combines literature review and questionnaire method. Totally 296 questionnaires were distributed to schools, and 224 are valid, which the amount of usefulness is 100%. The data is analyzed through the statistics method of factor analysis, reliability analysis, descriptive statistics, t-test, one-way ANOVA, Pearson product moment correlation coefficient, multiple stepwise regression analysis and stepwise hierarchical regression analysis.
The findings are as follows:
1. Teachers in New Taipei City public schools show median level of perception in principal empowering behavior while “responsibility” is the highest, and “innovative efficiency” is the lowest.
2. Teachers in New Taipei City public schools show median level of perception in teacher job satisfaction while “colleague relationship” is the highest, and “principal leadership” is the lowest.
3. Teachers in New Taipei City public schools show median level of perception in teacher psychological climate while “supportive management” is the highest, and "recognition” is the lowest.
4. Teachers in New Taipei City public schools with different backgrounds show different opinions in principal empowering behavior, teacher job satisfaction, and teacher sychological climate.
5. The relations among principal empowering behavior, teacher job satisfaction, and teacher psychological climate of teachers in New Taipei City public schools are significant.
6. Principal empowering behavior and teacher psychological climate show significant predictability to teacher job satisfaction while “self determination” is the highest.
7. Teacher psychological climate functions as a significant mediator for principal empowering behavior on teacher job satisfaction.
Finally, according to the findings mentioned above, the research provided suggestions for education administrative organizations, junior high school principals and teachers, and future researches. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
99911009
101 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0099911009 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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