家長式領導能有效提高軍校生學校適應？學習動機的中介角色探討

CAN PATERNALISTIC LEADERSHIP EFFECTIVELY ENHANCE STUDENTS’SCHOOL ADAPTATION IN MILITARY ACADEMIES? EXPLORING THE MEDIATING ROLE OF LEARNING MOTIVATION

研究目的
在軍事組織中講求階級及命令服從，因此大多幹部在領導風格上較偏向威權式領導，然而近年來軍校生的退學人數偏高。如今民主觀念成熟及資訊科技運用普遍的年輕世代，軍校生對於威權式領導可能較無法接受，隨著時代變遷，軍校幹部在領導模式上勢必需要做出改變。本研究旨在探討家長式領導對軍校生學校適應的影響，並檢驗學習動機的中介角色。此研究目的不僅將比較不同家長式領導形態的總體效果，也會進一步深入解構家長式領導的三個核心構面，區別對軍校生影響的關鍵領導行為，以找出更適合現代軍校生的領導方式，有助於提升軍校生的學校適應。
研究設計／方法／取徑
本研究對象為某軍校學生，採用問卷調查法。為避免軍中階級關係與管理制度對受試者填答意願與真實性造成影響，透過Google表單設計電子問卷，採無記名自願填答方式，最終獲得有效問卷194份，以集群分析與階層迴歸進行統計分析。
研究發現或結論
本研究結果顯示，「高度家長式領導」形態確實優於「低度家長式領導」形態，高仁慈、高德性與中度威權的高度家長式領導形態是最能符合現今軍校學生的期待，能增加學生學習動機，進而提高其學校適應。研究進一步分析揭示，此一正向效果主要由「仁慈領導」所驅動，而「威權領導」的影響則不顯著，顯示在軍校這類高度強調階層與紀律的環境中，領導者的關懷與支持（仁慈領導）是激發學生動機與促進適應的核心要素，而非僅僅依賴傳統的威權領導。此外，在此一關係中，學習動機扮演完全中介角色，顯示內在動機是提高學校適應的關鍵機制。
研究原創性／價值
由於現有文獻鮮少探討軍校領導風格與學生學習動機與學校適應關係的研究，在如今臺海情勢相對緊張及國內少子化的情況下，如何讓這些仍然願意從軍的青年學子們能在軍中長留久用，本研究之結果與建議可供軍校領導幹部做為其管理與教育之參考。
教育政策建議或實務意涵
依據研究結果，建議軍校隊職幹部在面對學生的教育與管理上，應高度著重於學生的關懷及支持，同時樹立以身作則的榜樣，並以適度的威權建立清晰的規範與紀律，以此兼顧情感支持、價值引導與紀律維持的管理教育方式，可促進學生的學習動機，進而提高其學校適應。期望進入軍校的國軍幼苗都能適應軍校環境，透過軍校教育有效培育兼具品德、專業與紀律之國軍新世代人才。

Purpose
Hierarchy and obedience to orders are emphasized in the military; thus, military academy officers tend to adopt an authoritarian leadership style. However, dropout rates have been high among military academy students in recent years. In particular, students may take poorly to an authoritarian leadership style as democratic norms become more entrenched in society and young people become more technologically sophisticated. Therefore, the leadership style of military academy officers must evolve with the times. This study examined the effect of paternalistic leadership on how well military academy students’school adaptation; this study also explored the mediating role of learning motivation. The purpose of this study is not only to compare the overall effects of different paternalistic leadership styles, but also to further deconstruct the three core dimensions of paternalistic leadership in order to identify key leadership behaviors influencing military academy students. This approach seeks to determine leadership styles that are better suited to modern military academy students, thereby contributing to the enhancement of their school adaptation.
Design/methodology/approach
The participants in this study were students from a military academy, and a questionnaire survey was employed. To encourage candid responses, the questionnaire was administered through Google Forms to ensure that participation took place outside the chain of command. Participation was anonymous and voluntary. A total of 194 valid responses were subject to cluster analysis and hierarchical regression.
Findings/results
The results of this study indicate that the high paternalistic leadership style is indeed superior to the low paternalistic leadership style. Students adapt better and are more motived when their leaders adopt the high paternalistic leadership style—characterized by a benevolent disposition, a commitment to ethical standards, and a moderate authoritarianism as opposed to the low paternalistic leadership style. Further analysis reveals that authoritarian leadership has no effect on adaptation and motivation. Benevolent leadership, manifested in the care and support provided by leaders, is a key factor improving adaptation and motivation. Learning motivation fully mediated this positive relationship between a high paternalistic leadership style and students’school adaptation.
Originality/value
Few studies have explored the topic herein in the context of military academies. Talent retention in the Taiwanese military has become a key issue in light of an aging population in the face of increasing tensions with China. Thus, the findings of this study help military academy leaders update their management and educational practices for a new generation of students.
Implications for policy/practice
Leaders in military academies should focus on providing care and support, being role models, putting values at the forefront, and establishing clear norms and discipline by exercising moderate authority. Such a leadership approach would be a key part of attracting and retaining talent in the military and ensuring that young officers are capable of serving with integrity, professionalism, and discipline.