國小學生知覺教師正向領導對學生學術樂觀之影響：以學生感恩為中介變項

A study on the Relationships among the Teacher Positive leadership and Student Academic Optimism in Elementary Schools: Student Gratitude as a Mediator

本研究旨在瞭解國小學生知覺教師正向領導、學生感恩與學生學術樂觀的影響，在研究方法上採用問卷調查法，研究對象為屏東縣國小六年級學生，以分層比例叢集抽樣方式，共發出560份問卷。回收率94.82%，有效問卷521份。問卷回收後以結構方程模式進行資料分析。研究結果顯示：（一）教師正向領導、學生感恩與學生學術樂觀影響關係模式度良好；（二）教師正向領導能直接影響學生感恩、學生學術樂觀；（三）學生感恩能直接影響學生學術樂觀；（四）教師正向領導透過學生感恩有部分中介效果，亦可增加學生學術樂觀。因此，本研究建議：（一）以「建立正向關係」提升教師正向領導；（二）教師採用正向領導經營班級，透過提升學生感恩認知，進而提升學生學術樂觀。

Using the questionnaire survey method and employing proportionate stratified sampling methods, this study aims to investigate the interrelationship among elementary school teachers’ positive leadership, student gratitude, and student academic optimism. The survey participants are elementary school sixth-graders in Pingtung County. The study issued a total of 560 questionnaires and received 521 back, for a return rate of 94.82%. The data were analyzed by structural equation modeling. The result shows: 1. the model’s of teachers’ positive leadership, student gratitude, and student academic optimism goodness of fit index is acceptable. 2. Teachers’ positive leadership has a significant positive direct effect on student gratitude and student academic optimism. 3. Student gratitude has a significant positive direct effect on student academic optimism. 4. Teachers’ positive leadership also has a significant positive indirect effect on students’ learning performance, via student gratitude as a mediator. Therefore, this study suggests the following: 1. Establish a positive relationship to enhance teachers’ positive leadership. 2. In order to increase student academic optimism, teachers should put their positive leadership into practice in classroom management, especially through increasing student gratitude.