「國中校長多元型模領導力量表」的編製及分析
作者:黃文三(國立高雄師範大學教育學系)、沈碩彬(國立高雄師範大學教育學系)
卷期：59卷第2期
日期：2014年6月
頁碼：1-30
DOI：10.6209/JORIES.2014.59(2).01
摘要：
本研究依據L. G. Bolman和T. E. Deal的理論，並參酌國情，建構一份創新且具有信度與效度的「國中校長多元型模領導力量表」，再分析國中校長多元型模領導力的現況。研究採用分層隨機抽樣，第一階段取樣 132 位教師進行項目分析、探索性因素分析與信度分析，第二階段取樣 646 位教師，並隨機分成兩組獨立樣本，分別進行驗證性因素分析與簡效模式的複核效化；最後，根據調查結果進行現況分析及討論。所得結論包括：一、國中校長多元型模領導力可分為教學領導、象徵領導、政治領導及結構領導等四個構面；二、二階單因素模式為一最簡效模式，量表同時具有良好的穩定度及預測力；三、國中校長多元型模領導力現況大致良好，且不論何種型模的領導力，各校校長自評程度總是優於教師評量程度，但兩者呈現正相關。根據研究結果，提出建議供國中校長、教師及未來研究參考。
關鍵詞：二階單因素模式、多元型模領導力、國中校長
《詳全文》
參考文獻：
- 王秀玲、康瀚文（2013）。國民中學教師課程領導相關問題之探究：以學習領域召集人為例。教育科學研究期刊，58（1），29-58。doi:10.3966/2073753X2013035801002【Wang, H.-L., & Kang, H.-W. (2013). Related issues on teacher curriculum leadership in junior high schools: Taking teacher leaders of disciplinary areas as examples. Journal of Research in Education Sciences, 58(1), 29-58. doi:10.3966/2073753X2013035801002】
- 吳明清（2006）。學校領導的整合架構。臺灣教育，642，2-5。【Wu, M.-Q. (2006). The integrated architecture of school leadership. Taiwan Education, 642, 2-5.】
- 吳勁甫（2006）。競值架構應用在國民小學校長領導行為與學校組織效能關係之研究。教育政策論壇，9（2），155-186。【Wu, J.-F. (2006). A study of the application of competing values framework on the relationship between principal’s leadership behavior and school organizational effectiveness in elementary schools. Educational Policy Forum, 9(2), 155-186.】
- 李佳穎、鄭淵全（2012）。國民小學校長多元領導策略與教師組織公民行為之研究。學校行政，82，90-110。【Lee, C.-Y., & Cheng, Y.-C. (2012). A study of relationship between the principal’s multi leadership strategy and teachers’ organizational citizenship behavior in the elementary schools. School Administration, 82, 90-110.】
- 李琪明（2013）。校長道德發展及其品德校園營造之質性探究。教育科學研究期刊，58（1），117-147。doi:10.3966/2073753X2013035801005【Lee, C.-M. (2013). Qualitative inquiry on principals’ moral development and their building of morality and character in schools. Journal of Research in Education Sciences, 58(1), 117-147. doi:10.3966/2073753X 2013035801005】
» 展開更多
- 王秀玲、康瀚文（2013）。國民中學教師課程領導相關問題之探究：以學習領域召集人為例。教育科學研究期刊，58（1），29-58。doi:10.3966/2073753X2013035801002【Wang, H.-L., & Kang, H.-W. (2013). Related issues on teacher curriculum leadership in junior high schools: Taking teacher leaders of disciplinary areas as examples. Journal of Research in Education Sciences, 58(1), 29-58. doi:10.3966/2073753X2013035801002】
- 吳明清（2006）。學校領導的整合架構。臺灣教育，642，2-5。【Wu, M.-Q. (2006). The integrated architecture of school leadership. Taiwan Education, 642, 2-5.】
- 吳勁甫（2006）。競值架構應用在國民小學校長領導行為與學校組織效能關係之研究。教育政策論壇，9（2），155-186。【Wu, J.-F. (2006). A study of the application of competing values framework on the relationship between principal’s leadership behavior and school organizational effectiveness in elementary schools. Educational Policy Forum, 9(2), 155-186.】
- 李佳穎、鄭淵全（2012）。國民小學校長多元領導策略與教師組織公民行為之研究。學校行政，82，90-110。【Lee, C.-Y., & Cheng, Y.-C. (2012). A study of relationship between the principal’s multi leadership strategy and teachers’ organizational citizenship behavior in the elementary schools. School Administration, 82, 90-110.】
- 李琪明（2013）。校長道德發展及其品德校園營造之質性探究。教育科學研究期刊，58（1），117-147。doi:10.3966/2073753X2013035801005【Lee, C.-M. (2013). Qualitative inquiry on principals’ moral development and their building of morality and character in schools. Journal of Research in Education Sciences, 58(1), 117-147. doi:10.3966/2073753X 2013035801005】
- 林俊傑（2011）。國民中學校長多元型模領導、教師領導、學校文化與學校效能關係之研究（未出版博士論文）。國立高雄師範大學，高雄市。【Lin, J.-J. (2011). A research on the relationships among principal’s multi-frame leadership, teacher leadership, school culture, and school effectiveness (Unpublished doctorial dissertation). National Kaohsiung Normal University, Kaohsiung, Taiwan.】
- 邱皓政（2011）。結構方程模式：LISREL/SIMPLIS原理與應用。臺北市：雙葉書廊。【Chiou, H.-J. (2011). Structural equation model: LISREL/SIMPLIS principles and applications. Taipei, Taiwan: Yeh Yeh Book Gallery.】
- 紀家雄（2013）。中小學校長推動學習共同體的教學領導核心技術之探討。學校行政，85，156-172。【Chi, C.-X. (2013). The study of principals’ instructional leadership for learning community. School Administration, 85, 156-172.】
- 秦夢群（2011）。教育行政理論與模式。臺北市：五南。【Chin, M.-C. (2011). Theories and models of educational administration. Taipei, Taiwan: Wu-Nan Book.】
- 張慶勳（2006）。學校組織文化與領導。臺北市：五南。【Zhang, Q.-X. (2006). School organizational culture and leadership. Taipei, Taiwan: Wu-Nan Book.】
- 郭小蘋、吳勁甫（2011）。臺灣地區近年來校長教學領導與教師教學效能學位論文研究走向之分析。嘉大教育研究學刊，27，1-27。【Kuo, S.-P., & Wu, J.-F. (2011). The analysis of the research approach for the thesis and dissertation of principal’s instructional leadership and teacher’s teaching efficiency in Taiwan in recent years. National Chiayi University Journal of the Educational Research, 27, 1-27.】
- 陳成宏（2005）。學校變革與校長領導理論的整合性觀點：Bolman和Deal之多元架構領導途徑分析。教育研究與發展期刊，1（2），155-176。【Chen, C.-H. (2005). An integrated perspective on theories of school change and principal leadership: An analysis of Bolman and Deal’s multi-frame of leadership. Journal of Educational Research and Development, 1(2), 155-176.】
- 陳麗玉（2007）。競值架構對我國高等教育評鑑國際化指標之啟示。教育行政與評鑑學刊，3，1-18。【Chen, L.-Y. (2007). Implications of competing values framework for developing internationalization indicators in higher education evaluation plan. Journal of Educational Administration and Evaluation, 3, 1-18.】
- 黃文三（2012）。中等教育。臺北市：高等教育。【Huang, W.-S. (2012). Secondary education. Taipei, Taiwan: Higher Education.】
- 黃芳銘（2007）。結構方程模式：理論與應用。臺北市：五南。【Huang, F.-M. (2007). Structural equation modeling: Theory and applications. Taipei, Taiwan: Wu-Nan Book.】
- 楊振昇（2004）。近十年來教育組織變革對教學領導之啟示。教育政策論壇，7（2），107-130。【Yang, C.-S. (2004). The implications of instructional leadership of organizational change in education for the past decade. Educational Policy Forum, 7(2), 107-130.】
- 葉連祺（2008）。不同類別評量者對國小校長領導能力知覺評量之比較。師大學報：教育類，53（3），1-28。doi:10.3966/2073753X2008125303001【Yeh, L.-C. (2008). A comparison of the assessments of elementary school principals’ leadership competence by different types of evaluators. Journal of National Taiwan Normal University: Education, 53(3), 1-28. doi:10.3966/2073753X2008125303001】
- 蔡慶文、范熾文、林清達（2006）。國小校長教學領導與教師教學效能之研究。花蓮教育大學學報，23，29-48。【Tsai, C.-W., Fun, C.-W., & Lin, C.-D. (2006). A study of principal’s instructional leadership and teacher’s teaching effectiveness. Journal of National Hualien University of Education, 23, 29-48.】
- 鄭彩鳳（2007）。校長競值領導效能研究：理論、指標與衡量。臺北市：高等教育。【Zheng, C.-F. (2007). A study on school principals’ competing values leadership effectiveness: Theory, indicator and assessment. Taipei, Taiwan: Higher Education.】
- 鄭燕祥（2003）。教育領導與改革：新範式。臺北市：高等教育。【Cheng, Y.-C. (2003). Educational leadership and reform: New paradigm. Taipei, Taiwan: Higher Education.】
- Anderson, J., & Gerbing, D. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423. doi:10.1037//0033- 2909.103.3.411
- Bolman, L. G., & Deal, T. E. (1991). Leadership and management effectiveness: A multi-frames, multi-sector analysis. Human Resource Management, 30(4), 509-534. doi:10.1002/hrm. 3930300406
- Bolman, L. G., & Deal, T. E. (1999). Four steps to keeping change efforts heading in the right direction. Journal for Quality and Participation, 22(3), 6-12.
- Bolman, L. G., & Deal, T. E. (2002). Reframing the path to school leadership: A guide for teachers and principals. Thousand Oaks, CA: Corwin Press.
- Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
- Bryman, A. (1992). Charisma and leadership in organizations. London, UK: Sage.
- Bulis, R. C. (1992). The impact of leader behavioral complexity on organizational performance (Unpublished doctoral dissertation). Texas Tech University, Lubbock, TX.
- Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows: Basic concepts, applications, and programming. Thousand Oaks, CA: Sage.
- Cheng, Y.-C. (1994). Principal’s leadership as a critical factor for school performance: Evidence from multi-levels of primary schools. School Effectiveness and School Improvement, 5(3), 299-317. doi:10.1080/0924345940050306
- Dandridge, T., Mitroff, I., & Joyce, W. (1980). Organizational symbolism: A topic to expand organizational analysis. Academy of Management Review, 5(1), 77-82. doi:10.5465/AMR.1980. 4288894
- Day, C., Harris, A., & Hadfield, M. (2001). Challenging the orthodoxy of effective school leadership. International Journal of Leadership in Education, 4(1), 39-56. doi:10.1080/13603120117505
- Elhosary, K. D., & Ahmed, E. (2012). Classroom discipline management: A multi-frame analysis. The Beacon, 9(2), 1-7.
- Fleming, N. J. B. (2003). A study of principal and teacher judgments of principal leadership orientations (Unpublished doctoral dissertation). University of Maryland College Park, College Park, MD.
- Gardner, J. W. (1990). On leadership. New York, NY: Free Press.
Journal directory listing - Volume 59 (2014) - Journal of Research in Education Sciences【59(2)】June
The Development of a Multi-frame Leadership Scale for Junior High Principals
Author: Wen-San Huang(Department of Education, National Kaohsiung Normal University), Shou-Pin Shen(Department of Education, National Kaohsiung Normal University)
Vol.&No.：Vol. 59, No. 2
Date：June 2014
Pages：1-30
DOI：10.6209/JORIES.2014.59(2).01
Abstract：
The purpose of this study was to investigate the current status of junior high school principals’ multi-frame leadership and to construct an innovative, reliable, and valid scale according to Bolman and Deal’s theory and national conditions. The scale is named the “Junior High Principal Multi- frame Leadership Scale”. Through stratified random sampling, 132 teachers were examined using item analysis, exploratory factor analysis, and reliability analysis. A target sample of 646 teachers was then randomly divided into two groups to perform confirmatory factor analysis and cross-validation. A situational analysis of the survey results was conducted. The major findings and conclusions are as follows: Junior high principals’ multi-frame leadership can be divided into four aspects, comprising instructional leadership, symbolic leadership, political leadership, and structural leadership; a second-order factor model is the most efficient model because of its stability and predictive power; and the current situation of principals’ multi-frame leadership is robust. The principals’ self-perception of their performance in each aspect was consistently higher than the teachers’ perception of them; nevertheless, both were positively correlated. Based on the results, recommendations are offered for junior high principals, teachers, and future researchers.
Keywords：second-order factor model, multi-frame leadership, junior high principal