التفاصيل البيبلوغرافية
| العنوان: |
特教學校校長 多元架構領導與 教師工作滿意度 關係之研究. (Chinese) |
| Alternate Title: |
A Study on the Relationship Between Special Education School Principals’ Multi-frame Leadership and Teachers’ Job Satisfaction. (English) |
| المؤلفون: |
劉貞利, 吳新傑 |
| المصدر: |
School Administrators; 2024, Issue 149, p73-98, 26p |
| مصطلحات موضوعية: |
SPECIAL education schools, JOB satisfaction, LEADERSHIP |
| Abstract (English): |
This study investigates the relationship between the multi-frame leadership of special education school principals and teachers’ job satisfaction. Principals and teachers in special education play pivotal roles in supporting students with severe and multiple disabilities. Yet, current domestic research on principals’ multi-frame leadership mostly focuses on exploring the impact on school effectiveness, and most of the research subjects are primary and secondary school principals. However, there is no research on the relationship between principal leadership and teacher job satisfaction in special education schools. Therefore, this study aims to investigate the current status of multi-frame leadership among special education school principals, teachers’ job satisfaction, and explore the relationship between the two. Utilizing a questionnaire survey method, a sample of teachers from 21 intellectual disability special education schools in Taiwan was selected. Out of 600 distributed surveys, 515 valid responses were collected, yielding an 85% response rate. Quantitative data was analyzed using descriptive statistics, t-tests, one-way ANOVA, and linear regression. The findings indicate that teachers in special education schools perceive symbolic leadership as the most prominent aspect within the spectrum of multi-frame leadership exhibited by principals. Additionally, teachers express a moderately high level of job satisfaction. Notably, a significant relationship has been established between the multi-frame leadership demonstrated by special education school principals and teachers’ job satisfaction. This research contributes to a deeper understanding of how the leadership of special education school principals impacts teachers’ job satisfaction and provides recommendations beneficial for the administration of special education schools. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
本研究旨在透過Bolman和Deal (1991) 的多元架構分析特教學校校長領導 與教師工作滿意度之關係。校長和教師是特教學校服務重度及多重障礙學生 背後重要的推手，然而，目前國內對校長多元架構領導的研究多著重於探討對 學校效能的影響，且研究對象多為中小學校長，而對特教學校校長領導與教 師工作滿意度關係之研究卻付之闕如。故本研究目的為：瞭解特教學校校長 多元架構領導現況、特教學校教師工作滿意度現況，以及探討特教學校校長 多元架構領導與教師工作滿意度之間的關係。研究採用問卷調查法，針對全 臺21所啟智類特教學校教師抽樣調查，共發出600份問卷，回收515份有效問 卷，回收率為85%。蒐集量化資料分別以描述性統計、t考驗、單因子變異數分 析及線性迴歸等統計方法加以分析。研究發現：特教學校教師知覺校長多元 架構領導之平均數以象徵領導最高；特教學校教師工作滿意度為中上程度； 特教學校校長多元架構領導與教師工作滿意度有顯著關係。本研究有助於更 深入地瞭解特教學校的校長領導如何影響教師的工作滿意度，並提供有助於 特教學校校長辦學的相關建議。 [ABSTRACT FROM AUTHOR] |
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