台南地區幼稚園園長領導風格、教師工作價值觀與教師組織承諾關係之研究

傳送到

題名:
台南地區幼稚園園長領導風格、教師工作價值觀與教師組織承諾關係之研究
著者: 康真娥; Kan, Chen-O
劉信雄; none; 國民教育研究所教育行政碩士班
主題: 組織承諾; 領導風格; 工作價值觀; 幼稚園; Work Values; Organizational Commitment; Kindergarten; Leadership Style
描述: 本研究旨在探討不同背景變項之幼稚園教師所覺知園長領導風格、教師工作價值觀與教師組織承諾的差異情形，以及幼稚園教師所覺知園長領導風格、教師工作價值觀與教師組織承諾之相關分析，進而了解園長領導風格、教師工作價值觀對其教師組織承諾的預測力。採調查研究法，以台南地區幼稚園合格教師與未合格教師共525人為樣本。並以彭雅珍所編之「國小校長領導風格量表」、張秀玲所編之「高屏地區學前教育教師工作價值觀量表」與黃素華所編之「幼兒園教師組織承諾量表」為工具，進行研究。調查所得的資料，分別以單因子變異數分析、Scheffe事後比較、典型相關分析、逐步多元迴歸分析等統計方法，進行分析與整理。最後將量表調查之結果作歸納分析與討論，提出結論與建議。依據資料分析的結果，本研究得到以下結論：一、個人背景資料與各變項之變異數分析：1. 不同年齡教師在工作價值觀的「工作環境」層面上有顯著差異，31-40歲組教師顯著高於30歲以下組教師。2. 不同學歷教師在園長領導風格方面有顯著差異，幼保科顯著高於其他（高中、高職）背景之教師。3. 不同類別教師在園長領導風格的兩層面上，有顯著差異，未合格教師均顯著高於合格教師。4. 不同任教年資教師在工作價值觀的「創新變化」層面上有顯著差異，任教6-10年教師顯著高於任教1-5年教師；在教師組織承諾方面，資深教師顯著優於任教1-5年教師。二、園長領導風格與教師工作價值觀，具有一組顯著的典型相關。三、教師工作價值觀與教師組織承諾間，具有一組顯著的典型相關。四、交易領導、轉型領導與創新變化價值觀，對教師組織承諾有顯著的複相關。該三個預測變項對組織認同與留職傾向的預測力為18.2﹪；對努力意願的預測力為16.1﹪。根據上述結論，本研究提出以下建議：一、對教育行政單位的建議1. 強化園長領導知能。2. 建立公立幼稚園園長甄選之制度。二、對園長的建議1. 兼重轉型與交易之全方位領導。2. 園長應重視教師的意見，保持園內組織溝通順暢。3. 鼓勵教師在職進修，增進教師對園所認同與努力意願。4. 應重視教師生活保障，設法提高教師的待遇與福利。三、對幼稚園教師之建議1. 主動參與園務活動及行政工作。2. 教師必須自我肯定，才能從工作中體驗快樂。
The aim of this thesis focuses on kindergarten teachers with different background variables; and their awareness of kindergarten principals’ leadership style, teachers’ work values and organizational commitment that consequently result in variations. The article analyzes the different factors in the above sectors; in order to understand the prediction abilities of kindergarten principals’ leadership style, teachers’ work ethics and organizational commitment. The research is conducted with investigation method, and total 525 sample teachers, both qualified and unqualified, were surveyed. Study tool includes “ Survey of Primary School Principals’ Leadership Style” (Pon, Yia-Jen ), “ Scale for kindergarten Teachers’ Work Ethics in Kaohsiung and Pingtung Area” ( Chang, Shio-Ling ) and “ Scale for kindergarten Teachers’ Organization Commitment” ( Huang, Su-Hua ). The hypotheses were tested and analyzed in compliance with methods as: One-Way ANOVA, Scheffe , Canonical Correlation, and Stepwise Multiple Regression. Final survey results were carefully analyzed and discussed, and further conclusion and suggestion will be claimed as follows.According to the statistical analyses result, the main findings include the following:I. Analysis of individual background difference and different background variables:1. Teachers who vary in different age groups will have different work values in “work surroundings.” Teachers from age group of 31-40 outperform teachers under the age of 30.2. Principals who vary in schooling have significant different leadership styles. Teachers who are kindergarten education majors are much highly influenced than teachers who hold a high school or vocational school certificate only.3. Significant differences exist between different teacher classes in the two aspects of principals’ leadership style. Influence upon unqualified teachers is higher than qualified teachers.4. Teachers of different working experiences highly vary in the “innovation” aspect of work value. Teachers having 6-10 years of working experiences outperform teachers having only worked for 1-5 years. As regard to teachers’ organizational commitment, senior teachers obviously outperform junior teachers.II. A set of distinctive Canonical Correlation lies in principals’ leadership style and teachers’ work value.III. A set of distinctive Canonical Correlation lies in teacher’s work value and organizational commitment.IV. Transactional leadership, Transforming leadership and Innovation will lead to multiple distinctive Canonical Correlations toward teachers’ organizational commitment. Three main predictive variable factors are: organizational commitment and tendency of job-shift is 18.2% as prediction; willing to make efforts is 16.1% as prediction.According to above conclusion, suggestions are provided as follows:I. Suggestions for academic administration agencies:1. To enhance principals’ leadership awareness.2. To establish a systematic selection format for public kindergarten principals.II. Suggestions for principals1. To balance transactional and transforming leadership styles.2. To maintain a good communication channel and value teachers’ opinions.3. To encourage teachers to learn at work, in order to increase the organizational commitment.4. To concern teachers’ job security and try to improve teachers’ living welfare.III. Suggestions for kindergarten teachers1. Participate school activities and administrative duties voluntarily.2. Teachers need to have self-esteem to be able to enjoy working.
碩士
建立日期: 2003
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5110
資源來源: NUTN IR

連結

連回原始介面

台南地區幼稚園園長領導風格、教師工作價值觀與教師組織承諾關係之研究

康真娥; Kan, Chen-O 劉信雄; none; 國民教育研究所教育行政碩士班 2003

正在檢索遠程資料庫，請稍等