本文選題：初中校長(zhǎng)領(lǐng)導(dǎo)行為 + 教師集體效能��； 參考：《廣西師范大學(xué)》2016年碩士論文

【摘要】：民族的復(fù)興必然伴隨著教育的興盛。風(fēng)云激蕩的改革時(shí)代,中西交流的開(kāi)放格局,急劇變化的社會(huì)形勢(shì),思想理念的沖突撞擊,社會(huì)和家庭對(duì)學(xué)校教育的要求越來(lái)越高。面對(duì)國(guó)家對(duì)人才的需求,面對(duì)社會(huì)發(fā)展機(jī)遇和挑戰(zhàn)的并存,學(xué)校效能作為國(guó)家教育綜合實(shí)力的集中體現(xiàn),成為學(xué)術(shù)界關(guān)注的焦點(diǎn)。在以往學(xué)校效能研究中主要有兩個(gè)方面的內(nèi)容,一方面是關(guān)注學(xué)校效能對(duì)學(xué)校發(fā)展的意義,另一方面是對(duì)學(xué)校效能的本質(zhì)研究�，F(xiàn)今學(xué)校效能的內(nèi)涵已經(jīng)延伸到它的未來(lái)效益和社會(huì)效益,教師可謂是貫穿于整個(gè)學(xué)校效能的重要因素,教師作為學(xué)校的主體之一,其對(duì)校長(zhǎng)領(lǐng)導(dǎo)行為的感知能夠體現(xiàn)出學(xué)校效能中的行政管理效能,教師的集體效能能夠直接反映出學(xué)校效能中的教師教學(xué)效能和學(xué)生學(xué)習(xí)效能,通過(guò)行政管理效能、教師教學(xué)效能和學(xué)生學(xué)習(xí)效能的提高會(huì)使環(huán)境關(guān)系效能得到改善,最終提高學(xué)校效能。由此看來(lái)從教師角度出發(fā)研究校長(zhǎng)領(lǐng)導(dǎo)行為、教師集體效能和學(xué)校效能三者之間的關(guān)系意義重大。本研究在對(duì)湖南省654名初中教師進(jìn)行問(wèn)卷調(diào)查的基礎(chǔ)上,分析了初中教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為、教師集體效能和學(xué)校效能三者之間的關(guān)系。通過(guò)對(duì)本課題的研究,討論初中教師群體在存在差異的情況下如何提高集體效能,分析教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為是直接影響學(xué)校效能還是間接影響學(xué)校效能,為學(xué)校效能的提高和教師專業(yè)發(fā)展提供意見(jiàn)和對(duì)策。研究結(jié)論如下：(1)校長(zhǎng)領(lǐng)導(dǎo)行為在教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為總體和“建立結(jié)構(gòu)”維度上處于中等偏上水平,在“關(guān)心體諒”維度上處于一般水平。在教師年齡上存在差異,在教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為和“關(guān)心體諒”維度上,35歲以下和45歲以上的教師感知度水平高；在“建立結(jié)構(gòu)”維度上,35歲以下的教師感知度高。在教師教齡上存在差異,在教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為上,5年以下和25年以上教齡的教師感知度高；在“建立結(jié)構(gòu)”維度上,5年以下教齡教師感知度高；在“關(guān)心體諒”維度上,25年以上教齡教師感知度高。在班級(jí)人數(shù)上存在差異,在教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為總體和“關(guān)心體諒”維度上,所教班級(jí)人數(shù)為30-50人的教師感知度高。(2)教師集體效能在教師集體效能總體和“團(tuán)體勝任”維度處于中等偏上水平,“任務(wù)分析”維度處于一般水平。在教師年齡上存在差異,35歲以下教師與35-45歲的教師之間在教師集體效能及其各維度上存在差異。(3)學(xué)校效能在教師所感知到的學(xué)校效能總體以及各維度均處于一般水平。在教師年齡上存在差異,在學(xué)校效能、“行政管理效能”、“教師教學(xué)效能”、“學(xué)生學(xué)習(xí)效能”和“環(huán)境關(guān)系效能”維度上,35歲以下教師感知度高。在學(xué)校規(guī)模上存在差異,在“學(xué)生學(xué)習(xí)效能”維度上,在學(xué)校規(guī)模為30-40個(gè)和40個(gè)班級(jí)以上環(huán)境中工作的教師感知度高；在“環(huán)境關(guān)系效能”維度上,在學(xué)校規(guī)模為40個(gè)班級(jí)以上環(huán)境中工作的教師感知度高。(4)校長(zhǎng)領(lǐng)導(dǎo)行為和學(xué)校效能二者之間有顯著的正向影響作用。教師所感知到的“建立結(jié)構(gòu)”維度對(duì)學(xué)校效能各維度有正向影響作用；教師所感知到的“關(guān)心體諒”維度對(duì)學(xué)校效能中的“行政管理效能”維度、“教師教學(xué)效能”維度有正向影響作用。(5)教師集體效能和學(xué)校效能二者之間有顯著的正向影響作用。教師集體效能的“團(tuán)體勝任”維度和“任務(wù)分析”維度對(duì)教師所感知到的學(xué)校效能各維度均存在正向影響作用。(6)校長(zhǎng)領(lǐng)導(dǎo)行為、教師集體效能和學(xué)校效能教師集體效能在教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為與學(xué)校效能之間,起到了部分中介效應(yīng),教師所感知到的校長(zhǎng)領(lǐng)導(dǎo)行為不僅可以直接作用于學(xué)校效能的提升,還可以通過(guò)初中教師的集體效能提升學(xué)校效能。
[Abstract]:The rejuvenation of the nation is bound to be accompanied by the prosperity of education. The era of vigorous reform, the open pattern of communication between China and the west, the rapid change of social situation, the impact of the conflict of ideas, and the higher demand for school education by society and family. Facing the demand for talents, the coexistence of opportunities and challenges to social development and the effectiveness of school The focus of the comprehensive strength of the national education has become the focus of the academic circle. In the past, there are two main contents in the study of school effectiveness. On the one hand, it pays attention to the significance of school efficiency to the development of the school, the other is the essence of school effectiveness. The connotation of school effectiveness has extended to its future benefits and its future benefits. The teacher is one of the important factors that run through the effectiveness of the whole school. As one of the main bodies of the school, the teachers' perception of the leadership behavior of the principal can reflect the administrative efficiency of the school efficiency. The collective effectiveness of the teachers can directly reflect the teaching effectiveness and the students' learning efficiency of the school efficiency. The effectiveness of political management, teachers' teaching effectiveness and the improvement of students' learning efficiency will improve the efficiency of environmental relations and ultimately improve school effectiveness. Therefore, it seems that the relationship between the teachers' leadership behavior, the collective effectiveness of the teachers and the school effectiveness is of great significance. The study is carried out in the study of 654 junior high school teachers in Hunan province. On the basis of the questionnaire survey, this paper analyzes the relationship between the principal leadership behavior of the junior high school teachers, the teachers' collective effectiveness and the school effectiveness. Through the study of this subject, we discuss how the junior middle school teachers' group can improve their collective effectiveness in the case of differences, and the analysis of the teachers' perceived leadership behavior is directly influenced by the teachers' perception of the three. School effectiveness has an indirect impact on school effectiveness and provides advice and Countermeasures for the improvement of school efficiency and teacher professional development. The conclusions are as follows: (1) the principal leadership behavior is in the middle level in the general and "building structure" dimension of the principal's leadership behavior that teachers perceive, and in the "caring understanding" dimension. Level. There are differences between teachers' age and teachers' perceived leadership behavior and "caring understanding" dimension. Teachers under 35 and over 45 have a high level of perception. In the "build structure" dimension, teachers under the age of 35 have a high degree of perception. There are differences in Teachers' teaching age and the teachers' perceived leadership. In behavior, teachers with more than 5 years and more than 25 years of teaching experience higher awareness; in the "build structure" dimension, more than 5 years of teaching age teachers have higher awareness; in the "caring understanding" dimension, more than 25 years of teaching age teachers have high perception. There are differences in the number of classes, teachers are aware of the principal leadership behavior and "caring understanding". On the dimension, the teacher has a high degree of perception of 30-50 teachers. (2) the collective effectiveness of teachers is in the middle level of teachers' collective effectiveness and "group competency", and the "task analysis" dimension is in the general level. There are differences in Teachers' age, and the teachers' collective efficacy between teachers and 35-45 years old teachers at 35 years old. There are differences in their various dimensions. (3) the school effectiveness is generally at the general level of the school effectiveness perceived by the teachers. There are differences in the teacher's age. In the school effectiveness, "administrative efficiency", "teacher teaching effectiveness", "student learning efficiency" and "environmental relationship effectiveness" dimension, the teacher is under 35 years of age. Teachers have a high degree of perception. There are differences in school scale. In the dimension of "student learning effectiveness", teachers who work in 30-40 or more classes and above 40 classes have higher awareness. In the dimension of "environmental relationship effectiveness", teachers work in the environment of 40 classes above the school scale. (4) the leadership behavior of the principal. There is a significant positive impact between the two school effectiveness. The "building structure" dimension of the teacher has a positive impact on the school effectiveness, and the "caring understanding" dimension perceived by the teacher has a positive impact on the dimension of "administrative effectiveness" and "teacher teaching effectiveness" in school effectiveness. (5) there is a significant positive impact between the two teachers' collective effectiveness and the school effectiveness. The "group competency" dimension and the "task analysis" dimension of teachers' collective effectiveness have a positive impact on the teachers' perceived school effectiveness. (6) the leadership behavior of the principals, the collective effectiveness of teachers and the collective effectiveness of the school effectiveness teachers. The teachers' perceived leadership behavior and school effectiveness have played a part of mediating effect. The teacher's perceived leadership behavior can not only directly affect the improvement of school efficiency, but also improve the school effectiveness through the collective effectiveness of junior high school teachers.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G637.1

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