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| Title: | 新北市國小兼任行政職務教師知覺校長正向領導、心理資本與工作倦怠關係之研究
A Study on the Relationship among Administrative Teachers’ Perceptions of the Principals’ Positive Leadership, Psychological Capital, and Job Burnout of Elementary Schools in New Taipei City |
| Authors: | 李彥佐
Li, Yan-Zuo |
| Contributors: | 秦夢群
李彥佐
Li, Yan-Zuo |
| Keywords: | 正向領導
心理資本
工作倦怠
Positive leadership
Psychological capital
Job burnout |
| Date: | 2023 |
| Issue Date: | 2023-08-02 14:33:44 (UTC+8) |
| Abstract: | 本研究旨在探討新北市國小校長正向領導、教師心理資本與教師工作倦怠關係之研究，研究對象為348名兼任行政職務教師。本研究採問卷調查法，包含校長正向領導量表、教師心理資本量表與教師工作倦怠量表。本研究透過描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關與多元逐步迴歸分析等統計方法進行分析，主要結論如下：
一、新北市國小校長正向領導現況為中高程度，以知覺「正向溝通」程度最高。
二、新北市國小教師心理資本現況為中高程度，以知覺「希望」程度最高。
三、新北市國小教師工作倦怠現況為中低程度，以知覺「情緒耗竭」程度最高。
四、校長正向領導會因不同的「行政職務」、「行政年資」與「學校規模」而有顯著差異。
五、教師心理資本會因不同的「性別」、「年齡」、「教育程度」、「行政職務」、「服務年資」、「行政年資」、「學校規模」與「學校類型」而有顯著差異。
六、教師工作倦怠會因不同的「服務年資」、「行政年資」與「學校類型」而有顯著差異。
七、校長正向領導與教師心理資本呈顯著正相關。
八、校長正向領導與教師工作倦怠呈顯著負相關。
九、教師心理資本與教師工作倦怠呈顯著負相關。
十、校長正向領導與教師心理資本對教師工作倦怠具顯著負向預測力，其中以「樂觀」解釋力最佳。
最後，依據上述研究結果，提出相關建議以作為教育行政機關、學校行政單位與未來研究方面之參考。
The study aimed at investigating and examining relationships between principals’ positive leadership, teachers’ psychological capital, and teachers’ job burnout for elementary schools’ teachers in New Taipei City. There were 348 teachers who held school administrative positions to participate in this study. This study adopted a questionnaire survey with three different questionnaires, including principals’ positive leadership, teachers’ psychological capital, and teachers’ job burnout. This study used descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation and multiple stepwise regression analysis to analyze data. The results in this study were as follows:
1.The scores in a scale of the principals’ positive leadership were 4.110 points, and the scores in the subscale of positive communication were the highest.
2.The scores in a scale of the teachers’ psychological capital were 3.888 points, and the scores in the subscale of hope were the highest.
3.The scores in a scale of the teachers’ job burnout were 2.222 points, and the scores in the subscale of emotional exhaustion were the highest.
4.Different administrative positions, administrative seniorities and school scales had significant differences on the scale of principals’ positive leadership.
5.Different genders, ages, educational backgrounds, administrative positions, teaching seniorities, administrative seniorities, school scales and school types had significant differences on the scale of teachers’ psychological capital.
6.Different teaching seniorities, administrative seniorities, and school types had significant differences on the scale of teachers’ job burnout.
7.There was a positive correlation between the scores of principals’ positive leadership and the scores of teachers’ psychological capital.
8.There was a negative correlation between the scores of principals’ positive leadership and the scores of teachers’ job burnout.
9.There was a negative correlation between the scores of teachers’ psychological capital and the scores of teachers’ job burnout.
10.The scores of principals’ positive leadership and teachers’ psychological capital could predict the scores of teachers’ job burnout negatively, and the “optimism” has the best predictive effect.
According to the results, this study provided some suggestions for educational administration authorities, school managers, and future studies. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
109911008 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109911008 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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