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幼兒園園長正念領導、教師學習文化與專業承諾關係之研究=A Study of the Relationship among Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment in Kindergardens |
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| Author |
趙杰 (著)=Zhao, Jie (au.)
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| Date | 2019 |
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| Pages | 301 |
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| Publisher | 國立臺北教育大學 |
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| Publisher Url |
https://www.ntue.edu.tw/
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| Location | 臺北市, 臺灣 [Taipei shih, Taiwan] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 中文=Chinese |
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| Degree | doctor |
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| Institution | 國立臺北教育大學 |
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| Department | 教育經營與管理學系 |
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| Advisor | 林新發 |
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| Publication year | 107 |
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| Keyword | 幼稚園園長=Kindergardens’ Director; 正念領導=Centered Leadership; 教師學習文化=Teachers’ Learning Culture; 教師專業承諾=Teachers’ Professional Commitment |
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| Abstract | 本研究之目的在了解幼兒園園長正念領導、教師學習文化與教師專業承諾之現況，探析不同背景變項之園長正念領導、 教師學習文化與專業承諾之差異與相關情形，並檢定園長正念領導、教師學習文化與專業承諾關係結構模式之適配度及影響效果。
本研究採用問卷調查法，自行編製「園長正念領導、教師學習文化與專業承諾」之調查問卷，採分層隨機取樣進行調查。以中國大陸遼寧省兩個城市城區公辦及民辦幼兒園教師為調查對象，共計發放898份問卷，有效問卷678份。經描述性統計分析、迴歸分析、積差相關分析及結構方程模式等統計方法進行資料處理，最後依統計結果進行分析討論，獲得如下結論：
一、幼兒園教師知覺園長正念領導整體及各構面表現程度為高，其中「健康適性願景」得分最高，「管理知能創價」得分相對最低。
二、幼兒園教師學習文化整體及各構面表現程度為高，其中「學習創新」得分最高，「支持信任」得分相對最低。
三、幼兒園教師專業承諾整體及各構面表現程度為高，其中「專業倫理」得分最高，「留業意願」得分相對最低。
四、不同年齡、擔任職務、最高學歷、幼兒園規模、園齡之幼兒園教師，知覺園長正念領導有顯著差異。
五、不同工作年限、擔任職務、最高學歷之幼兒園教師學習文化有顯著差異。
六、不同年齡、工作年限、所學專業、擔任職務、最高學歷、建園園齡、所在地區之幼兒園教師專業承諾有顯著差異。
七、幼兒園園長正念領導與教師學習文化之間，具有高度正相關。園長正念領導愈好，教師學習文化愈佳。
八、幼兒園園長正念領導與教師專業承諾之間，具有中高度正相關。教師學習文化愈好，教師專業承諾愈佳。
九、幼兒園教師學習文化與教師專業承諾之間，具有中高度正相關。園長正念領導愈好，教師專業承諾愈佳。
十、園長正念領導、教師學習文化對教師專業承諾具有高度正向預測力，其中以「學習創新」構面預測力最高。
十一、園長正念領導、教師學習文化與教師專業承諾關係結構模式具有良好適配度。
十二、園長正念領導可透過教師學習文化增進教師專業承諾，教師學習文化具有部分中介效果，教師學習文化之影響效果為大效果。
最後，本研究依據上述結論，對幼兒園園長、幼兒園教師、教育行政機關、幼兒園師資培育機構提出相關建議。
The purposes of this study were to understand the current situation of Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment in kindergardens. To explore the differences and correlations in Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment of difference background in kindergardens. The adaptation and influence of the Structural Equation Model was verified.
The main tool of this study was a questionnaire survey, “the investigative questionnaire of the relationship among Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment in Kindergardens”. The questionnaire was collected from stratified sampling . The total samples were 898 teachers , and 678 valid samples were distributed to this study of the public and private kindergardens in two cities of Liaoning province in China. The descriptive statistics, regression analysis, Pearson product moment correlation, and Structural Equation Model were used to analyze the data . According to the statistical results, the following conclusions are obtained:
1. Teachers of the kindergardens perceive that the directors have a high degree in the whole and various aspects of Centered Leadership, among which, the score of “health fitness vision” is the highest, and the score of “management knowledge and ability to create value” is the relatively lowest.
2. Teachers of the kindergardens perceive that the teachers’ learning culture has a high degree in the whole and various aspects, among which, the score of “learning innovation” is the highest, and the score of “support and trust” is the relatively lowest.
3. Teachers of the kindergardens perceive that the teachers’ professional commitment has a high degree in the whole and various aspects, among which, the score of “professional ethics” is the highest, and the score of “will to remain work” is the relatively lowest.
4. There are significant differences in directors’ centered leadership who have different ages, position, academic degree, scale of kindergarden, ages of kindergarden .
5. There are significant differences in the teachers’ learning culture who have different years of work, position, academic degree, ages of kindergarden.
6. There are significant differences in the teachers’ professional commitment who have different ages, years of work, major, position, academic degree, ages of kindergarden, location .
7. There is a significant positive correlation between the directors’ centered leadership, and teachers’ learning culture. The better the directors’ centered leadership is, the better the teachers’ learning culture.
8. There is a significant positive correlation between the directors’ centered leadership, and teachers’ professional commitment. The better the teachers’ learning culture is built, the better the teachers’ professional commitment.
9. There is a significant positive correlation between the teachers’ learning culture, and teachers’ professional |
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| Table of contents | 第一章 緒論 1
第一節 研究動機與目的 1
第二節 待答問題與名詞釋義 9
第三節 研究方法與步驟 13
第四節 研究範圍與限制 17
第二章 文獻探討 19
第一節 園長正念領導之意涵、理論與測量 19
第二節 教師學習文化之意涵、理論與測量 43
第三節 教師專業承諾之意涵、理論與測量 61
第四節 幼兒園園長正念領導、 教師學習文化與專業承諾相關之研究 78
第三章 研究設計與實施 109
第一節 研究架構 109
第二節 研究對象 111
第三節 研究工具 115
第四節 實施程序 159
第五節 資料處理 160
第四章 研究結果分析與討論 163
第一節 幼兒園園長正念領導、教師學習文化與專業承諾之現況分析 163
第二節 幼兒園園長正念領導、教師學習文化與專業承諾之差異分析 180
第三節 幼兒園園長正念領導、教師學習文化與專業承諾之相關與預測分析 199
第四節 幼兒園園長正念領導、教師學習文化與專業承諾之結構方程模式分析 219
第五章 結論與建議 227
第一節 結論 227
第二節 建議 237
參考文獻 249
壹、中文部分 249
貳、英文部分 267
附錄 271
附錄一 幼兒園園長正念領導、教師學習文化與專業承諾調查問卷（台灣專家學者審查用）271
附錄二 幼兒園園長正念領導、教師學習文化與專業承諾調查問卷（大陸專家學者審查用）282
附錄三 幼兒園園長正念領導、教師學習文化與專業承諾調查問卷（預試問卷） 293
附錄四 幼兒園園長正念領導、教師學習文化與專業承諾調查問卷（正式問卷） 298 |
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| Hits | 334 |
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| Created date | 2022.09.22 |
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| Modified date | 2023.01.16 |
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