國民中學校長正向領導、教師正念與教學效能關係之研究=The Study of the Relationship among Principals’ Positive Leadership, Teachers’ Mindfulness and Teaching Effectiveness in Junior High Schools
The purpose of the study is to investigate the current practice of three study variables of “principals’ positive leadership”, “teachers’ mindfulness”, and “teaching effectiveness” in junior high schools. The study is trying to verify the above three variables by the different backgrounds of teachers and investigate the relationship of these three variables. In conclusion, this study will attempt to estimate teaching effectiveness through principals’ positive leadership and teachers’ mindfulness. The study will be approached by the survey method, the samples which include 14 schools and 566 valid outcomes within 571 questionnaires, the effective rate reached 92%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Structural equation modeling. The findings of this study are as follows: 1.Junior high schools teachers’ perception of principals’ positive leadership is high degree; “create a positive atmosphere” is the highest, and “use positive communication” is the lowest. 2.Junior high schools teachers’ perception of teachers’ mindfulness is high degree. 3.Junior high schools teachers’ perception of teaching effectiveness is above average; “teaching scene” is the highest, and “teaching strategy” is the lowest. 4.There are different perception levels to junior high schools teachers to the principals’ positive leadership by different ages, years of service, positions, and school size. According to the results, the following groups have higher levels: (1) teachers above 51 years old, (2) teachers with more than 21 years of service, (3) teachers serve as administrative positions, (4) teachers of large schools. 5.There are different perception levels to junior high schools teachers to teachers’ mindfulness by different ages. According to the results, teachers above 51 years old have higher level. 6.There are different perception levels to junior high schools teachers to teaching effectiveness by different ages, years of service, positions, and school size, . According to the results, the following groups have higher levels: (1) teachers above 51 years old, (2) teachers with more than 21 years of service, (3) teachers serve as administrative positions, (4) teachers of large schools. 7.There is a positive correlation among principals’ positive leadership, teachers’ mindfulness, and teaching effectiveness. 8.Principals’ positive leadership could affect teaching effectiveness directly in junior high schools, and which could also affect teaching effectiveness positively through teachers’ mindfulness. In conclusion, this study hopes to provide specific suggestions to educational administration agencies, junior high schools, educational-related bodies, and other future researches.
