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| Title: | 苗栗縣偏遠地區國小校長關係領導、教師工作滿意度與教師兼任行政職務意願關係之探討
Principals Relational Leadership , Teachers’ Job Satisfaction and Teachers’ Willingness on Administrative Positions in Miaoli County Rural Schools |
| Authors: | 黃薇純
Huang, Wei-Chun |
| Contributors: | 陳榮政
Chen, Jung-Cheng
黃薇純
Huang, Wei-Chun |
| Keywords: | 校長關係領導
教師工作滿意度
教師兼任行政職務意願
Relational Leadership
Teacher Job Satisfaction
Willingness to Assume Administrative Duties |
| Date: | 2025 |
| Issue Date: | 2025-08-04 14:36:52 (UTC+8) |
| Abstract: | 本研究旨在探討苗栗縣偏遠地區國小校長關係領導、教師工作滿意度與教師兼任行政職務意願之現況，並分析不同背景變項在上述三者之間是否存在顯著差異。此外，亦進一步探討校長關係領導與教師工作滿意度與教師兼任行政職務意願之間的關聯性，並檢驗校長關係領導與教師工作滿意度對教師兼任行政職務意願的預測效果，以建構對於偏遠地區教育現場更具參考價值的實證基礎。
本研究採用問卷調查法為主，針對苗栗縣26所偏遠地區國小進行抽樣，發放問卷共293份，實際回收286份，有效問卷為284份。所得資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析以及多元迴歸分析等統計方法進行處理與分析，以驗證各研究假設並回答研究問題。
本研究結果歸納結論如下:
一、苗栗縣偏遠地區國小教師整體知覺校長關係領導達「中高程度」。其中，以「關懷」構面之知覺程度最高，「願景」構面之知覺程度為五大構面中最低。
二、苗栗縣偏遠地區國小教師工作滿意度達「中高程度」，以「校長管理」構面之滿意度最高，「附加獎勵」構面之滿意度最低。
三、苗栗縣偏遠地區國小教師兼任行政職務意願屬於「中高程度」，以「主管領導影響因素」構面兼任意願最高，「自我價值」構面兼任意願最低。
四、苗栗縣偏遠地區國小教師在知覺校長關係領導方面，因行政經歷、教師類型及學校行政區等背景變項之不同而呈現顯著差異。
五、苗栗縣偏遠地區國小教師在整體教師工作滿意度上，因性別、行政經歷、教師類型與學校行政區等背景變項之不同而呈現顯著差異。
六、苗栗縣偏遠地區國小教師在兼任行政職務意願方面，因婚姻狀況、年齡、年資、行政經歷、教師類型、現任職務及學校行政區等背景變項之不同而呈現顯著差異。
七、苗栗縣偏遠地區國小教師在知覺校長關係領導、教師工作滿意度與教師兼任行政職務意願三者之間，以及其各構面之間，皆呈現顯著相關性。
八、苗栗縣偏遠地區國小教師知覺校長關係領導與其工作滿意度，對教師兼任行政職務意願皆具有顯著之預測作用。其中，以「關懷」構面及「工作認同」構面之預測力最為顯著。
綜合本研究結果，研究者提出若干具體建議，期能作為教育現場之參考依據，並提供後續相關研究之方向與參考資料。
This study aims to explore the current status of principals’ relational leadership, teachers’ job satisfaction, and teachers’ willingness to take on administrative duties in elementary schools located in remote areas of Miaoli County. It further analyzes whether significant differences exist among these three variables based on teachers’ demographic backgrounds. In addition, the study investigates the correlations between principals’ relational leadership, teachers’ job satisfaction, and their willingness to assume administrative positions. It also examines the predictive power of relational leadership and job satisfaction on teachers’ willingness to serve in administrative roles, thereby establishing an empirical foundation with practical value for education in remote areas.
A questionnaire survey was employed as the primary research method. The study selected a sample from 26 remote elementary schools in Miaoli County. A total of 293 questionnaires were distributed, with 286 returned and 284 deemed valid. The data were analyzed using statistical methods including descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis to test the research hypotheses and answer the research questions.
The conclusions derived from the research findings are as follows:
1. Teachers in remote elementary schools in Miaoli County perceived the overall relational leadership of principals at a “moderate to high level.” Among the five dimensions, the “care” dimension was perceived the highest, while the “vision” dimension was the lowest.
2. Teachers’ job satisfaction was found to be at a “moderate to high level,” with the highest satisfaction in the “principal’s management” dimension and the lowest in the “additional rewards” dimension.
3. Teachers’ willingness to take on administrative roles was also at a “moderate to high level,” with the “supervisor leadership influence” dimension rated the highest and the “self-value” dimension the lowest.
4. Significant differences were found in teachers’ perceptions of principals’ relational leadership based on background variables such as administrative experience, teacher type, and school administrative district.
5. Teachers’ overall job satisfaction significantly differed by gender, administrative experience, teacher type, and school administrative district.
6. Teachers’ willingness to assume administrative duties showed significant differences based on marital status, age, years of service, administrative experience, teacher type, current position, and school administrative district.
7. Significant correlations were observed among principals’ relational leadership, teachers’ job satisfaction, and their willingness to take on administrative roles, including among the subdimensions of each.
8. Both principals’ relational leadership and teachers’ job satisfaction were found to significantly predict teachers’ willingness to assume administrative roles. Notably, the “care” dimension of relational leadership and the “job identification” dimension of job satisfaction had the strongest predictive power.
Based on these findings, the researcher proposes several concrete suggestions as a reference for educational practice and future related research. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
111911024 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111911024 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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