本研究旨在了解基隆地區國小高年級學生知覺教師領導風格及學習適應之關係，以基隆地區103學年度42所公立小學高年級學生為研究母群體，以自編之「基本資料調查表」及「高年級教師領導風格與學習適應問卷」為研究工具，採問卷調查法，依學校規模大小進行分層叢集抽樣調查，抽取21所學校，發放500份問卷，有效樣本463份。所得資料以描述性統計、t檢定、單因子變異數分析及Pearson積差相關分析研究結果，研究結果如下： 一、國小學生知覺教師轉化領導情況良好，其中以「願景」最高；國小學生知覺教師互易領導情況良好，其中以「積極介入管理」及「消極介入管理」較高。 二、國小學生學習適應情況良好，其中以「學習環境」最佳。 三、基隆地區國小高年級學童之就讀年級、教師性別對於知覺教師領導風格有顯著差異。 四、基隆地區國小高年級學童之性別、就讀年級、教師性別、學校規模對學習適應有顯著差異。 五、學童知覺教師領導風格與學習適應間呈正相關。 最後，根據上述結果提出建議，以供主管教育行政機關、國小教師及未來研究之參考。 The objective of this study is to understand the impact of teacher leadership style on the learning and adaptation of upper grade students in city of Keelung. The study is instrumented with two surveys, Basic Information Questionnaire and Teachers’ Leading Style and Learning Adaptation Questionnaire. The sample population consists of the upper grade students in 42 public elementary schools at Keelung for school year of 2014. Using stratified clustering sampling, the questionnaires were distributed to 500 randomly selected students in 21 schools. Out of 500 questionnaires, 463 were valid samples. The data from the questionnaires were analyzed through descriptive statistics, single factor ANOVA (analysis of variance), t- test, and Pearson product-moment correlation. Key results are summarized as follows: 1.Student Perception of transformational leadership from teachers was good, whereas “Vision” was the highest among all.Student Perception of transactional leadership from teachers was good, whereas management-by-exception active and management-by-exception passive were higher than others. 2.The learning adaptation of the students was good, whereas the Learning Environment was the highest. 3.Student’s grade and teacher’s gender result in a significant difference in the student’s perception of teacher leadership style. 4.Student’s gender, grade, teacher’s gender, and school size result in a significant difference in the student’s learning adaptation. 5.A significant positive correlation was observed between teacher leadership style and student learning and adaptation. Finally, this paper has included some recommendation to the education authority based on the results of the study, which could be referenced by teachers in elementary schools for future research.
