國小學校領導動力及其學校效能的差異分析 A Study of School Leadership Dynamics and Their Differences on School Effectiveness in Elementary Schools

本研究主要探討國小學校領導動力及其學校效能的差異情形，其中，學校領導動力為校長轉型領導、教師自我管理，以及學校領導社群等變項之組合。以臺灣地區國民小學為母群，抽樣調查45所樣本學校，每所學校均抽取具代表性的樣本，分析其在校長轉型領導、教師自我管理及學校領導社群的組合情形，以及不同領導動力學校之學校效能的差異情形。本研究發現，依學校領導動力各面向之特性，學校可被群集劃分為動態整合學校、行政垂直學校、教師水平學校，以及靜態固著學校等四種類型。其次，動態整合及教師水平二類學校所呈現的學校效能較高，顯著高於行政垂直學校與靜態固著學校的效能。最後，學校領導動力的概念有助於整合校長轉型領導、教師自我管理及學校領導社群所形成的個人與團體領導動力，更重要的是，它明確地指出校長領導努力的重心最好是透過校長轉型領導營造優質的學校領導社群，進而提升教師自我管理能力。 The purpose of this study were is to analyze the school leadership dynamics and differences they produce in terms of the effectiveness of elementary schools. The school leadership dynamics is are a variable that combines the scores of principals’ transformational leadership, teachers’ self-management and the leadership community at the school. This study chose 45 sample elementary schools in Taiwan. A representative sample, including teachers and administrators, was selected from each school, to answer a questionnaire that consisted of 14 dimensions. The study utilized Cluster Analysis to classify the 45 schools based on their leadership dynamics, and it was found that the schools could be divided into four types: the Dynamic Integrated School, the Administrative Vertical School, the Teacher Horizontal School and the Static Inertia School. Significant differences were found among the four types of schools in terms of school effectiveness. The school effectiveness in the Dynamic Integrated School and the Teacher Horizontal School were higher than the Administrative Vertical School and the Static Inertia School. Finally, the concept of leadership dynamics is helpful to integrate principals’ transformational leadership, teachers’ self-management and the leadership community at the school. Most importantly, it indicates specifically that the principal leadership should focus on building the leadership community at the school and on helping to increase teachers’ self-management abilities