校長領導行為有時為了遵從教育部規定、辦學績效評鑑等，常要求基層教師在有限期間內完成所指派之任務。卻往往忽略教育的本質在落實對學生學習意願之提升與學習後成果評量，反而突顯出教師背負更多的責任與角色功能，更忽略教師在組織認同或人格特質上會因個別差異，而反應出有所不同教學結果和品質。在實際執行教學的基層教師，在校長的領導風格下，會影響學校的環境氛圍、文化以及教師的組織認同感，更直接對教師教學績效有深深地影響。本研究旨在瞭解雲林縣、嘉義縣(市)、台南市等地區公、私立高中、職學校校長領導、教師組織認同、教師人格特質與教學績效的關係與影響，並驗證教師組織認同對校長領導與教學績效的中介效果及驗證教師人格特質對校長領導與教學績效的干擾效果。本研究以雲林縣、嘉義縣(市)、台南市地區公、私立高中、職學校教師為研究對象，以便利抽樣方法，共發出600份問卷，實際回收份數481份，扣除無效問卷31份，有效問卷共計450份，回收率為75％。研究結果顯示：(1)校長領導對教學績效有顯著的正向影響。(2)校長領導對組織認同有顯著的正向影響。(3)組織認同對教學績效有顯著的正向影響。(4)人格特質對教學績效有顯著的正向影響。(5)組織認同對校長領導與教學績效之間具有完全中介效果。(6)人格特質對校長領導與教學績效之間不具有干擾效果。 To comply with the regulations of the Minster of Education and the evaluation on school performance, school presidents sometimes require teachers to accomplish tasks assigned in a finite period. However, they overlook the essence of education is to increase students’ willingness of learning and their assessment of learning results. Instead, this phenomenon reveals the heavy burden of teachers’ responsibilities and roles; furthermore, it neglects the fact that the result and quality of education vary with organizational identification or personality traits of individuals. As a matter of fact, the leadership style of school presidents has an impact on the environment and the culture of schools and organizational identities of teachers; moreover, it will directly affect their teaching performance. This study aims to understand the impact and the relations between teaching performance and leadership of school presidents, organizational identities of teachers, and personality traits of teachers. In addition, the findings verify the mediating effects and the interference effects of organizational identities and personality traits toward the leadership of school presidents and teaching performance. The research participants were senior high school teachers in Yunlin, Chiayi, and Tainan. A total of 600 questionnaires were distributed using a convenience sampling method, among which 481 questionnaires were returned. After 31 invalid questionnaires were excluded, 450 valid questionnaires were retrieved, yielding a return rate of 75%. The results of the study indicate that: (1) the leadership of school presidents has significant and positive effects on teaching performance; (2) the leadership of school presidents has significant and positive effects on organizational identification; (3) organizational identification has significant and positive effects on teaching performance; (4) personality traits have significant and positive effects on teaching performance; (5) organizational identification has complete mediating effects on the leadership of school presidents and teaching performance; (6) personality traits have no interference effects on the leadership of school presidents or their teaching performance.
