屏東縣國小教師領導風格與班級氣氛關係之研究

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題名:
屏東縣國小教師領導風格與班級氣氛關係之研究
著者: 黃金和; Huang, Chin-ho
郭聰貴; Tsong-Guey Kuo; 教管所教育行政碩士班
主題: 班級氣氛; 教師領導風格; Classroom Climate; Leadership Style of Teachers
描述: 本研究旨在探討國民小學級任教師領導風格與班級氣氛之關係，以屏東縣公立國民小學六年級學生為研究對象，採分層叢集抽樣的方式，共計發出問卷1332份，有效問卷1280份，比例96％。本研究採用問卷調查的方法，以自編之「國小級任教師領導風格與班級氣氛關係調查問卷」為研究工具，所得資料以平均數、t考驗、單因子變異數分析、Pearson積差相關以及逐步多元迴歸分析進行統計處理。本研究結論如下：一、國小教師運用轉化、互易領導行為良好，其中以「智識啟發」最高，「消極介入管理」最低。二、國小學童知覺整體班級氣氛良好，且以「競爭」表現最高，「班規秩序」表現最低。三、領導風格方面，女性教師、服務年資6至10年、學校規模12班以下及偏遠地區學校的教師，在轉化、互易領導行為上有較佳之表現。四、班級氣氛方面，女性教師、服務年資6至10年、學校規模12班以下及偏遠地區學校的國小學童，在班級氣氛上有較高的知覺。五、國小教師的轉化、互易領導行為表現愈佳，愈有助於良好班級氣氛，各層面中以「個別化關懷」與「教師支持」的相關最高。六、國小教師轉化、互易領導是影響班級氣氛的重要因素，其中以「個別化關懷」對整體班級氣氛及各層面最具預測力。依據上述結論，本研究對學校及國小教師提出下列建議：一、對學校之建議（一）辦理班級經營相關研習，提昇教師領導技巧。（二）提供教師相互觀摩機會，發展有效的班級經營模式。（三）重視並提供一般地區大型學校提升教師領導效能的利基。二、對國小教師之建議（一）有效運用轉化互易領導行為，營造良好班級氣氛。（二）加強班級常規經營能力，保持良好的師生互動關係。
The purpose of this study was to explore the relationship between leadership style of elementary school teachers and classroom climate. The subjects were sixth grade students of public elementary school in Pingtung County. This study used stratified cluster sampling. The questionnaires were handed out to 1332 students and 1280 were valid, at a ratio of 96%.This study adopted questionnaire survey. The self-compiled “Questionnaire on the Relationship between Leadership Style of Elementary School Teachers and Classroom Climate.” was used as instrument. The collected data were analyzed by mean, t-test, One-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis.The conclusions of this study were as follows:1. Elementary school teachers used transformational and transactional leadership behavior well, of which “intellectual stimulation” was highest and “passive management by exception” was lowest.2. Elementary school students perceived that the overall classroom climate was good, and “competition” was highest, while “order of class regulations” was lowest.3. In terms of leadership style, better performance in terms of transformational and transactional leadership was found for the teachers who were female, 6 to 10 years of serving, at schools with under 12 classes, at remote locations.4. In terms of classroom climate, better perception of classroom climate was found for the teachers who were female, 6 to 10 years of serving, at schools with under 12 classes, at remote locations.5. Better the elementary school teachers’ transformational and transactional leadership behavior, better the classroom climate. Of the aspects, “individual consideration” and “teacher support” had the highest correlation.6. The transformational and transactional leadership of elementary school teachers were the important factors for classroom climate. Of which, “individual consideration” had the most predictive power for overall classroom climate and its aspects.According to the above conclusions, this study offered the following suggestions for elementary schools and elementary school teachers:1. For elementary schools(1) Hold workshops for classroom management to enhance the teacher’s leadership techniques.(2) Provide teachers the opportunities for observation each other to develop effective management models for classroom.(3) Emphasize and provide the profit bases for elevating the leadership effectiveness of teachers for the large schools at general location.2. For elementary school teachers(1) Effectively use the transformational and transactional leadership behavior to create good classroom climate.(2) Enhance the ability for the management of regulation and order of classroom; maintain good student-teacher interactive relationships.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3295
資源來源: NUTN IR

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屏東縣國小教師領導風格與班級氣氛關係之研究

黃金和; Huang, Chin-ho 郭聰貴; Tsong-Guey Kuo; 教管所教育行政碩士班 2008

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