| 摘要: | 本研究旨在探討彰化縣幼兒園園長領導型態、學校氣氛與教師工作士氣關係之現況，並了解不同背景之幼兒教保服務人員在園長領導型態、學校氣氛與教師工作士氣的差異性，變項園長領導型態、學校氣氛與教師工作士氣間之關係，及園長領導型態、學校氣氛對教師工作士氣之預測情形。本研究採取問卷調查法，以彰化縣私立幼兒園之教保服務人員為研究對象，利用「園長領導型態量表」、「學校氣氛量表」與「教師工作士氣量表」為研究工具，採分層隨機抽樣方式，寄發問卷共 320份，回收有效問卷樣本306份，調查所得資料以 SPSS 統計分析軟體進行描述性統計分析、獨立樣本 t考驗、單因子變異數分析、皮爾森積差相關及簡單直線迴歸分析進行資料之分析與處理。茲將本研究研究結果摘要如下：一、幼兒教保服務人員的園長領導型態的整體感受屬於中上程度。二、幼兒教保服務人員的學校氣氛感受屬於中上的程度。三、幼兒教保服務人員的整體教師工作士氣屬於中上的程度。四、幼兒教保服務人員的園長領導型態不因年齡、教育程度、是否兼任行政工作及服務園所地區的不同而有所差異，但教學年資不同有顯著差異。五、幼兒教保服務人員的學校氣氛不因年齡、教學年資、教育程度及是否兼任行政工作的不同而有所差異，但在「教師投入行為」及「同僚親和行為」層面達顯著差異。六、幼兒教保服務人員的教師工作士氣不因年齡、教育程度的不同而有所差異，但在教學年資、是否兼任行政工作及服務學校地區的不同而有部分差異。七、幼兒園園長領導型態愈高，其學校氣氛越好，呈現中至高度正相關。八、幼兒園園長領導型態愈高，其教師工作士氣愈高，呈現中度正相關。九、幼兒教保服務人員學校氣氛愈好，其教師工作士氣愈高，呈現中度正相關。十、幼兒園園長領導型態及學校氣氛能有效預測教師工作士氣。
This study aims to investigate the current status of the correlation among kindergarten principals’ leadership style, school atmosphere, and teacher morale at kindergartens in Changhwa County. Meanwhile, it intends to understand the interplay between school principals’ leadership style, school atmosphere, and teacher morale as a result of early child care and education personnel’s various backgrounds. By exploring the correlation between school principals’ leadership style, school atmosphere, and teacher morale, this study uses school principal’s leadership style and school atmosphere to predict teacher morale. Questionnaire survey was used. Early child care and education personnel at kindergartens in Changhwa County were chosen as research participants. A “school principal leadership style scale”, a “school atmosphere scale”, and a “teacher morale scale” were used as research instruments. Stratified random sampling was used as the sampling method. A total of 320 questionnaire copies were distributed, and 306 valid samples were retrieved. SPSS software package was applied to perform descriptive statistics, independent sample t test, one-way ANOVA, Pearson Product-moment correlation, and simple linear regression analysis on the collected questionnaire data. The results are as follows: 1.Overall speaking, early child care and education personnel have a medium-high level of sensitivity to kindergarten principals’ leadership style. 2.Early child care and education personnel have a medium-high level of sensitivity to school atmosphere.3.Overall speaking, early child care and education personnel have a medium-high level of teacher morale.4.Early child care and education personnel’s sensitivity to kindergarten principals’ leadership style varies remarkably due to early child care and education personnel’s seniority yet is not affected by early child care and education personnel’s age, educational attainment, assisting with school administrative work, and region of kindergartens.5.Early child care and education personnel’s sensitivity to school atmosphere is not affected by early child care and education personnel’s age, seniority, educational attainment, or whether assisting with school administrative work or not. However, remarkable differences are shown in “behaviors of teacher involvement” and “amicable gestures of colleague”.6.Early child care and education personnel’s teacher morale is not affected by early child care and education personnel’s varied age and educational attainment. However, early child care and education personnel’s teacher morale is partially different due to their seniority, whether assisting with school administrative work, and region of kindergartens.7.There is a medium to high correlation between kindergarten principals’ leadership style and school atmosphere. The better the principals’ leadership style is, the better the school atmosphere is. 8.There is a medium correlation between kindergarten principals’ leadership style and teacher morale. The better the principals’ leadership style is, the higher the school teacher morale is. 9.There is a medium correlation between kindergarten’s school atmosphere and teacher morale. The better the school atmosphere is, the higher the school teacher morale is. 10.Kindergarten principals’ leadership style and school atmosphere could effectively predict teacher morale. |
