本研究旨在對於國小學童利社會行為的現況以及國小學童所知覺教師領導風格的現況加以深入了解，並希望能經由實證的研究，了解國小學童知覺教師領導風格與其利社會行為二者之關係，以做為教師班級經營及指導學童積極發展利社會行為之參考。本研究以研究動機、研究目的與文獻探討為基礎，研究工具採用李清榮(2004) 編製之「教師領導態度問卷」及蔡欣芹(2008)編製之「利社會行為量表」作為蒐集實證資料的工具，針對雲林縣國小四、六年級學童進行調查研究，藉以了解國小學童知覺教師領導風格與其利社會行為之相關關係。問卷回收的有效樣本數為323份，將其運用次數分配、百分比、獨立樣本t考驗、獨立樣本單因子變異數分析、皮爾森積差相關等方式進行資料分析及處理。問卷資料經統計分析後獲得以下結論：一、國小學童經常表現利社會行為，其中，最常表現「合作行為」，較少表現「關照行為」。二、不同父母管教方式、不同性別之國小學童，其利社會行為表現有顯著差異。而不同年級、不同學校所在地區之國小學童，其利社會行為表現差異未達顯著。三、國小學童對「鼓勵型教師領導風格」感受最強烈，其次為「表現型教師領導風格」，對「管控型教師領導風格」則感受較不強烈。四、不同年級、不同學校所在地區之國小學童，其知覺教師領導風格有顯著差異。而不同性別、不同父母管教方式之國小學童，其知覺教師領導風格未達顯著差異。五、國小學童知覺教師領導風格不同，其利社會行為表現亦不相同。國小學童知覺教師領導風格為「表現型領導風格」者，其較常表現利社會行為。六、國小學童「知覺教師領導風格」與其「利社會行為表現」呈正相關。國小學童知覺教師領導風格為「表現型」者與其利社會行為表現屬「中度相關」，知覺「鼓勵型教師領導風格」、「管控型教師領導風格」者與其利社會行為表現屬「低度相關」。 This study examines the relation between elementary school teachers’ perceived leadership styles and students’ prosocial behaviors. A questionnaire survey was conducted on fourth and sixth grade students in Yun-lin County with 323 valid responses. The received samples were analyzed and processed using the following methodologies：Frequency Distribution, Percentiles, Independent-Sample T-Tests, One-Way Analysis of Variance (ANOVA) and the Pearson Product-Moment Correlation Coefficient. The results are the followings:1. Elementary school students frequently exhibit most prosocial behavior with “cooperation”, while with “caring” the least.2. Parenting styles and student genders have a significant effect on students’ prosocial behavior while grade level and school districts are not influential factors.3. Elementary school students prefer “encouraging” and “performance-oriented” teacher leadership styles most and “disciplining” least.4. Grade level and school districts have a significant effect on teachers’ perceived leadership styles while parenting styles and student gender are not influential factors.5. Prosocial behavior varies with teachers’ perceived leadership styles. Students are more likely to exhibit prosocial behavior when they perceive the teacher to be a “performance-oriented” leadership style.6. There is a strong positive correlation between elementary school teachers’ perceived leadership styles and students’ prosocial behavior. A moderate correlation between “performance-oriented” leadership style and prosocial behavior. A weak correlation between “encouraging” and “disciplining” styles and prosocial behavior.
