The Study of Elementary School Principals' Authentic Leadership and Teachers' Well-being in Central Taiwan.

[[abstract]] 本研究旨在探討中部地區國民小學教師知覺校長真誠領導與教師幸福感兩者之關係，並比較不同背景變項下，國民小學教師知覺校長真誠領導、教師幸福感之現況與差異情形，最後，探討校長真誠領導對教師幸福感的相關分析。 本研究採用問卷調查法，以中部地區國民小學教師為研究對象，採分層比例抽樣方法收集資料，問卷共計發放577份，回收506份，回收率為91.3%。資料經回收整理之後，以描述性統計、獨立樣本t考驗、單因子變異數分析、事後比較和積差相關等統計方法加以探究，本研究結果顯示如下： 一、國民小學教師知覺校長真誠領導現況呈現高等程度，其中以「關係透明度」層面得分最高。 二、國民小學教師知覺教師幸福感現況呈現高等程度，其中以「人際關係」層面得分最高。 三、不同「職務」之國民小學教師所知覺校長真誠領導之情形有所差異，其中主任在「公平訊息處理」層面所知覺高於教師。 四、不同「學校規模」之國民小學教師所知覺校長真誠領導之情形有所差異，其中12班以下學校教師在「關係透明度」、「內化道德觀」、「公平訊息處理」、「自我覺察」與「校長真誠領導整體」層面高於25班以上學校教師。 五、不同「學校規模」之國民小學教師所知覺校長真誠領導之情形有所差異，其中13-24班學校教師在「關係透明度」、「自我覺察」與「校長真誠領導整體」層面高於25班以上學校教師。 六、不同「學校位置」之國民小學教師所知覺校長真誠領導之情形有所差異，其中南投縣學校教師在「關係透明度」、「內化道德觀」、「公平訊息處理」、「自我覺察」與「校長真誠領導整體」層面依序高於位在台中市與彰化縣之學校教師，而台中市之學校教師亦高於彰化縣之學校教師。 七、不同「性別」之國民小學教師所知覺教師幸福感之情形有所差異，其中男教師所知覺教師幸福感之「正向情感」層面高於女教師。 八、不同「年齡」之國民小學教師所知覺教師幸福感之情形有所差異，其中在「工作滿意」層面上，為51歲以上教師，高於41-50歲教師。 九、不同「年齡」之國民小學教師所知覺教師幸福感之情形有所差異，其中在「人際關係」、「正向情感」、「薪資福利」與「幸福感整體」各層面上，為51歲以上教師，高於31-40歲、41-50歲教師。 十、不同「年齡」之國民小學教師所知覺教師幸福感之情形有所差異，其中在「社會支持」層面上，為30歲以下教師，高於41-50歲教師。 十一、不同「學校規模」之國民小學教師所知覺教師幸福感之情形有所差異，其中在「社會支持」、「薪資福利」與「幸福感整體」各層面上，12班以下學校規模教師皆高於25班以上學校規模教師。 十二、不同「學校位置」之國民小學教師所知覺教師幸福感之情形有所差異，其中位在南投縣與台中市之學校教師所知覺對於教師幸福感之「正向情感」，分別高於位在彰化縣之學校教師。 十三、教師知覺校長真誠領導與教師幸福感呈現中度正相關，證實校長實施真誠領導有助於教師幸福感。[[abstract]]This study explores the relationship between teachers' perception of principals' authentic leadership and teachers’ well-being for elementary school teachers in central Taiwan. The investigations include the description of current status and the differences between teachers' perception of principals' authentic leadership and teachers’ well-being under different contextual variables. At last, the relationship between teachers' perception of principals' authentic leadership and teachers’ well-being is analyzed. This questionnaire survey method is conducted in this study. Research subjects are elementary school teachers in central Taiwan. Based on the stratified proportional sampling, 577 questionnaires are sent out to the research subjects and 506 are collected, representing a reply rate of 91.3 percent. Collected data are analyzed by using descriptive statistics, t-test, one-way ANOVA, Scheffe's method and Pearson Product-Moment Correlation. The results are as follows: 1. The score on teachers' perception of principals' authentic leadership is high. Among the question categories, relationship transparency dimension scores the highest. 2. The score on teachers' perception of teachers’ well-being is high and the interpersonal relationship dimension scores the highest. 3. Teachers' positions influence their perception of principals' authentic leadership. Among them, directorship scores higher score in the “fair information process” dimension than other teachers. 4. School scale influences teachers' perception of principals' authentic leadership. Schools with fewer than 12 classes score higher in the “relationship transparency”, “internalized morals”, “fair information process”, “self-awareness”, and “principals’ authentic leadership in general” than schools with more than 25 classes. 5. School scale influences teachers' perception of principals' authentic leadership. Schools with classes between 13-24 score higher in “relationship transparency”, “self-awareness” and “principals' authentic leadership in general” than schools with more than 25 classes. 6. Teachers' perception of principals' authentic leadership varies with schools' locations. Among them, Nantou County's teachers have higher scores on “relationship transparency”, “internalized morals”, “fair information process”, “self-awareness”, and “principals' authentic leadership in general” than Taichung City and Changhua County. The scores of Taichung City in these dimensions are also higher than Changhua County. 7. Teachers' perception of teachers’ well-being varies with genders. Male teachers have higher scores than female teachers. 8. Teachers' perception of teachers’ well-being varies with age. Teachers in the age older than 51 have higher scores than teachers in the age between 41-50 in “job satisfaction”. 9. Teachers' perception of teachers’ well-being varies with age. Teachers in the age older than 51 have higher scores than teachers in the age between 31-40 and between 41-50 in “interpersonal relationship”, “positive emotions”, “salary benefits”, and “well-being in general”. 10. Teachers' perception of teachers’ well-being varies with age. Teachers in the age under 30 have higher scores than teachers in the age between 41-50 in “social support”. 11. Teachers' perception of well-being varies with school scale. Schools under 12 classes score higher than schools with more than 25 classes in “social support”, “salary benefits”, “well-being in general”. 12. Teachers' perception of well-being varies with school locations. Nantou County scores higher than Changhua County in “positive emotions”. The score of Taichung City in that dimension is also higher than Changhua County. 13. Teachers' perception of principals' authentic leadership is positively associated with teachers' perception of teachers’ well-being, which is in support of the argument that principals' authentic leadership enhances teachers' well-being.[[note]]碩