幼兒園主任家長式領導與信任關係之研究──以台灣地區為例

A Study on the Relationship Between Principals’ Paternalism Leadership and teachers’ Trust in Double-Tutorial-System Preschools—The Case of Taiwan

本研究旨在探討幼兒園主任家長式領導與教師信任關係之現況，以及了解不同背景變項教師對主任的信任關係是否因領導行為或信任層面有所差異情形。研究採用問卷調查法，以台灣北、中、南、東四區之公立幼兒園教師為母群體，實際有效樣本數568份。研究顯示，主任家長式領導與信任關係之現況是有顯著差異，尤其是幼兒園主任家長式領導其「塑造個人聲望」層面及信任關係「行為一致」層面平均得分最高。在不同背景變項中「兼任主任年資」之教師對主任家長式領導有顯著差異；在「性別」、「年齡」、「教學年資」教師對信任關係有顯著差異。此外，幼兒園主任家長式領導與信任關係具中度正相關，顯示「幼兒園主任家長式領導」相關愈高，則「信任關係」愈佳。願予幼兒園主任、教師、行政單位及未來相關研究者，能為之參考。

This research aims to analyze principals’ leadership in preschool and the trust relationship between the principals and the teachers. This research also aims to understand how the principals’ leadership and the trust built between teachers differ as teachers come from different backgrounds. This research is conducted through survey questionnaires and will center on public preschool teachers in the 4 regions—north, central, south, and east—of Taiwan. The actual number of valid questionnaires is 568. The conducted research shows that there is a discrepancy in two aspects The creating of personal reputation and the “Attitude-Behavior consistency” are both the highest in the principal leadership in preschool section; whereas, the trust relationship between teachers and principal section of the questionnaires, respectively under the different backgrounds, part-time teacher’s outlook on the principal leadership will be different. Different factors, such as gender, age and experience of the teachers, have a great impact on the trust relationship between the teachers and principals. The principal leadership in preschools and the trust relationship between the teachers and principals are in positive correlation. The more influential a principal is, the more trust the teachers will have for the principal. We hope that this result can be used as reference for preschool directors, teachers, administrative departments, and future researchers.