【摘要】：本研究在參考國(guó)內(nèi)外文獻(xiàn)的基礎(chǔ)上,采用文獻(xiàn)分析、開(kāi)放式問(wèn)卷、問(wèn)卷調(diào)查等方法,選擇中小學(xué)校長(zhǎng)作為研究被試,實(shí)證探討中國(guó)文化背景下學(xué)校道德領(lǐng)導(dǎo)的內(nèi)容結(jié)構(gòu),并且選取教師組織公民行為和組織承諾兩個(gè)指標(biāo)探討學(xué)校道德領(lǐng)導(dǎo)對(duì)于教師行為與態(tài)度的積極影響。首先,在已有文獻(xiàn)研究的基礎(chǔ)上,編制開(kāi)放式問(wèn)卷收集資料,參考企業(yè)道德領(lǐng)導(dǎo)的內(nèi)容結(jié)構(gòu)與調(diào)查編制學(xué)校道德領(lǐng)導(dǎo)的初步問(wèn)卷；其次,將初始問(wèn)卷投入調(diào)查通過(guò)探索性因素分析和驗(yàn)證性因素分析,同時(shí)分析信效度形成正式問(wèn)卷；最后用正式問(wèn)卷投入調(diào)查對(duì)當(dāng)前中小學(xué)學(xué)校道德領(lǐng)導(dǎo)做現(xiàn)狀分析,并且探討學(xué)校道德領(lǐng)導(dǎo)對(duì)于教師組織公民行為和組織承諾之間的影響。得到以下研究結(jié)論： 第一,我國(guó)學(xué)校道德領(lǐng)導(dǎo)的內(nèi)容結(jié)構(gòu)包括五個(gè)維度：1道德品質(zhì)與修養(yǎng)；2以人為本的管理理念；3道德激勵(lì)；4提升自身與下屬的道德意識(shí)；5專(zhuān)業(yè)素養(yǎng)和能力。編制的學(xué)校道德領(lǐng)導(dǎo)問(wèn)卷信、效度達(dá)到了心理測(cè)量學(xué)的要求。 第二,通過(guò)對(duì)我國(guó)中小學(xué)學(xué)校道德領(lǐng)導(dǎo)的現(xiàn)狀分析發(fā)現(xiàn),中小學(xué)的學(xué)校道德領(lǐng)導(dǎo)總量表平均得分為4.43分,高于平均水平。各維度中除了以人為本維度的平均數(shù)(M=4.03)稍低于其他維度外,其他維度的平均數(shù)相差均不大,五個(gè)維度的得分由高到低為道德品質(zhì)(M=4.55)、專(zhuān)業(yè)素養(yǎng)與能力(M=4.55)、道德激勵(lì)(M=4.46)和提升道德意識(shí)(M＝4.44)。這說(shuō)明目前我國(guó)中小學(xué)校長(zhǎng)道德領(lǐng)導(dǎo)水平較高。 第三,學(xué)校道德領(lǐng)導(dǎo)問(wèn)卷在各人口學(xué)變量差異探討發(fā)現(xiàn)男女校長(zhǎng)在以人為本、道德激勵(lì)、提升道德意識(shí)、以及總量表上均達(dá)到了顯著差異,且女性校長(zhǎng)得分普遍高于男性校長(zhǎng)：中小學(xué)校長(zhǎng)在提升道德意識(shí)維度也存在顯著的年齡差異；在以人為本維度上,中小學(xué)校長(zhǎng)在任期方面存在著顯著差異；縣城學(xué)校的校長(zhǎng)專(zhuān)業(yè)素養(yǎng)與能力顯著高于鄉(xiāng)鎮(zhèn)學(xué)校的校長(zhǎng),最后,學(xué)校道德領(lǐng)導(dǎo)總量表以及五個(gè)維度在學(xué)校公私立方面沒(méi)有表現(xiàn)出顯著差異。 第四,在學(xué)校道德領(lǐng)導(dǎo)與教師組織公民行為和組織承諾之間的關(guān)系的研究中發(fā)現(xiàn)校長(zhǎng)采取道德領(lǐng)導(dǎo)的方式對(duì)于教師的組織公民行為和組織承諾有部分的積極影響。
[Abstract]:On the basis of reference of domestic and foreign literature, this study adopts the methods of literature analysis, open questionnaire, questionnaire and so on, and chooses the principals of primary and secondary schools as the subjects to study, and empirically discusses the content structure of school moral leadership in the context of Chinese culture. Furthermore, two indicators of teachers' organizational citizenship behavior and organizational commitment are selected to explore the positive influence of school moral leadership on teachers' behavior and attitude. First of all, on the basis of the existing literature research, we compile an open questionnaire to collect data, refer to the content structure of corporate moral leadership and make a preliminary questionnaire for school moral leadership. Input the initial questionnaire through exploratory factor analysis and confirmatory factor analysis, at the same time, analyze the reliability and validity to form a formal questionnaire; finally, use the formal questionnaire to investigate the current situation of moral leadership in primary and secondary schools. It also discusses the influence of school moral leadership on teachers' organizational citizenship behavior and organizational commitment. The main conclusions are as follows: first, the content structure of moral leadership in our country includes five dimensions: 1, moral quality and accomplishment; 5. Professional accomplishment and ability. The validity of the questionnaire is up to the requirement of psychometrics. Secondly, by analyzing the present situation of moral leadership in primary and secondary schools in China, it is found that the average score of the total scale of school moral leadership in primary and secondary schools is 4.43, which is higher than the average level. Except for the average of the people-oriented dimension (MG4.03), there was no significant difference in the average of the other dimensions. The scores of the five dimensions ranged from high to low to moral quality (M4.55), professionalism and ability (M4.55), moral motivation (M4.46) and moral awareness (M4.44). This shows that the current primary and secondary school principals moral leadership level is relatively high. Thirdly, the differences of demographic variables between male and female principals were found to be significant differences in people-oriented, moral motivation, moral awareness promotion, and total amount of school moral leadership questionnaire. The scores of female principals are generally higher than that of male principals: there are also significant age differences in the dimensions of moral awareness of primary and secondary school principals, and significant differences in terms of tenure of primary and secondary school principals in the people-oriented dimension; The professional quality and ability of the principal of the county school is significantly higher than that of the principal of the township school. Finally, there is no significant difference in the total amount of school moral leadership and the five dimensions in the school public and private. Fourthly, in the study of the relationship between school moral leadership and teachers' organizational citizenship behavior and organizational commitment, it is found that the principal's way of moral leadership has a partial positive impact on teachers' organizational citizenship behavior and organizational commitment.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：B844

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本文編號(hào)：2211598