校長領導風格與特教教師工作滿意及組織承諾關係之研究-以基隆市國民中小學(含學前)為例

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题名:	校長領導風格與特教教師工作滿意及組織承諾關係之研究-以基隆市國民中小學(含學前)為例
其它题名:	A Study of relationship among Principals’ Leadership Style, Special Education Teachers’ Job Satisfaction and Organizational Commitment
作者:	李碧惠
贡献者:	黃庭鍾
关键词:	領導風格;工作滿意;組織承諾;leadership style;job satisfaction;organizational commitment
日期:	2011
上传时间:	2011-09-30T04:25:07Z
出版者:	經國管理暨健康學院;健康產業管理研究所
摘要:	本研究旨在瞭解基隆市國民中小學(含學前)校長領導風格、特教教師工作滿意與組織承諾之關係，分析不同背景變項特教教師所知覺的校長領導風格、特教教師工作滿意與組織承諾的差異情形，探討校長領導風格、特教教師工作滿意與組織承諾的關係，最後探討校長領導風格、特教教師工作滿意為對特教教師組織承諾各層面的預測作用。本研究以「國中小校長領導風格、特教教師工作滿意與組織承諾關係之研究問卷」調查法為主，半結構式訪談為輔，受試者為基隆市國民中小學(含學前)特教教師，共168人，其中有效樣本150人，可用率為89.2%，本研究以SPSS for Windows 12.0版統計分析軟體為工具，玆將研究結果分述如下：一、不同婚姻、學校規模的國中小(含學前)特教教師知覺校長領導風格有顯著差異。二、不同年齡、婚姻、年資、教師資格、特教背景、學校規模的國中小(含學前)特教教師工作滿意和組織承諾有顯著差異。三、校長領導風格與特教教師工作滿意存在顯著且正向相關。四、校長領導風格與特教教師工作滿意存在顯著且正向相關。五、特教教師工作滿意與特教教師組織承諾存在顯著且正向相關。六、國民中小學「校長領導風格」、「特教教師工作滿意」為對整體「特教教師組織承諾」有聯合預測力，其預測值為67.2%。根據上述研究結論，本研究針對特殊教育行政機關、國中小校長及後續研究提出具體建議。 The purpose of this study was to investigate relationship among principals’ leadership style, special education（SE） teachers’ job satisfaction and organizational commitment in Keelung City National Primary and Secondary Schools(including pre-school). The study analyzed how SE teachers from various background perceive the principals’ leadership style differ from SE teachers’ job satisfaction and organizational commitment. Finally, the study try to build the predicting function which principals’ style and SE teachers’ job satisfaction had on various aspects of teachers’ organizational commitment.This study was proceeding with our surveys questionnaire, as well as semi-constructed interview.We used 168 SE teachers as samples who were chosen from schools in Keelung City, and 150 data were collected. The study analyzed by SPSS 12.0 for Windows, and the conclusions of this research were as follows: 1. There are apparent differences in marriage and size of schools on perception of principals’ leadership style. 2. There were apparent differences in demographic variables （such as age, marriage, years of teaching, teacher qualifications, the education background and schools size） in SE teachers’ job satisfaction, organization commitment. 3. There were apparent and positive relationships between principals’ leadership style and SE teachers’ job satisfaction. 4. There were apparent and positive relationships between principals’ leadership style and SE teachers’ organization commitment. 5. There were apparent and positive relationships between SE teachers’ job satisfaction and organization commitment. 6. Principals’ leadership style and teachers’ job satisfaction had predicative efficacy for the teachers’ organizational commitment , R2 was 67.2%.
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显示于类别:	[學位論文] 99學年度

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