高中校長轉型領導、學校學業樂觀、教師學業樂觀與學生成績關係之研究   全文下載

A study of the relationships among high school principle transformational leadership, school academic optimism, teacher’s academic optimism, and students’ academic achievement

學業樂觀是一個與學生學業成就密切相關、可用個人特徵、或學校特徵加以定義與測量的潛在構念，卻未見國內研究加以探討。本研究旨在分析高中校長轉型領導、學校學業樂觀、教師學業樂觀與學生成績之關係。為達以上研究目的，本研究以全國各高中為母群體，進行隨機抽樣，總計抽取18 所學校，共196 位學校教師為研究對象。使用的研究工具有「校長轉型領導量表」、「學校學業樂觀量表」、「教師學業樂觀量表」等三種，並利用二階層線性模式之虛無模式分析、皮爾遜積差相關、徑路分析法進行資料分析。 研究結果顯示：(一)學校學業樂觀變項是一個相當重要的學校特質變項；(二)校長轉型領導、學校學業樂觀、及教師學業樂觀概念與各層面間存在顯著相關；(三)校長轉型領導透過中介變項學校學業樂觀，進而影響教師學業樂觀。本研究根據研究結果進行討論，並且提出相關建議。

Academic optimism is a latent construct relative to students' achievement, which can be defined and measured by personal and school properties; however, no such research has been conducted in Taiwan. The main purpose of this study was to examine the relationships among high school principle leadership style, school academic optimism, teacher’s academic optimism, and students’ academic achievements. The subjects were 196 teachers from 18 high schools in Taiwan, selected by random sampling. Questionnaire survey was conducted using Principle Leadership Style Scale, School Academic Optimism Scale, and Teacher’s Academic Optimism Scale. Statistical methods for data analysis were null model analysis of two-level HLM, Pearson correlation analysis, and path analysis. The results of this study showed that: (a) school academic optimism is a very important school property variable; (b) there is a significantly positive correlation between variables and subscales of principle leadership style, school academic optimism, teacher’s academic optimism; (c) there is a complete mediation effect of school academic ptimism between teacher’s academic optimism on principle leadership style. Based on the results of this study, suggestions were proposed.