分布式領導、正向學校氣候與教師工作滿意度的關係之研究：以TALIS 2018臺灣資料為例

A Study on the Relationship of Distributed Leadership, Positive School Climate and Teacher Job Satisfaction: Evidence From TALIS 2018 Taiwan Data

本研究目的在於探究分布式領導、正向學校氣候與教師工作滿意度的關係之研究，分析分布式領導對於正向學校氣候、正向學校氣候對於教師工作滿意度和分布式領導對於教師工作滿意度的直接效果，以及分布式領導透過正向學校氣候的中介作用影響教師工作滿意度的間接效果。本研究採用次級資料分析法，利用TALIS 2018所釋出的臺灣國小教師問卷資料共3446筆有效樣本進行結構方程模型分析，研究結果發現分布式領導能影響正向學校氣候、正向學校氣候能影響教師工作滿意度、分布式領導能影響教師工作滿意度，而且分布式領導能透過正向學校氣候間接影響教師工作滿意度。本研究建議教育領導者和學校成員具體實踐分布式領導並共同建構具支持性的正向學校氣候，以提升教師工作滿意度。

The study aimed to explore the relationship among distributed lead-ership, positive school climate and teacher job satisfaction and test the direct effect of distributed leadership on positive school climate, positive school climate on teacher job satisfaction and distributed leadership on teacher job satisfaction as well as the indirect effect of positive school cli-mate as the mediator on the relationship between distributed leadership and teacher job satisfaction. Secondary data analysis was utilized; struc-tural equation model was tested by valid samples of 3446 elementary school teachers from TALIS 2018 Taiwan data. The findings showed that distributed leadership positively affected positive school climate, positive school climate positively affected teacher job satisfaction and distributed leadership positively affected teacher job satisfaction, and that positive school climate mediated the relationship between distributed leadership and teacher job satisfaction. It is recommended that educational leaders and school members should practice distributed leadership and build supportive and positive school climate to further enhance teacher job satisfaction.