新北市國民小學校長領導型態、行政支持與學校辦理課後照顧方案核心能力之相關研究

CCUR > College of Social Sciences > Department of Social Welfare > thesis > Item 987654321/20199

Please use this identifier to cite or link to this item: https://irlib.pccu.edu.tw/handle/987654321/20199

Title:	新北市國民小學校長領導型態、行政支持與學校辦理課後照顧方案核心能力之相關研究
Authors:	范中平
Contributors:	青少年兒童福利研究所碩士在職專班
Keywords:	課後照顧領導型態行政支持核心能力
Date:	2010
Issue Date:	2011-11-07 12:25:25 (UTC+8)
Abstract:	本研究目的欲瞭解校長領導型態、行政支持與辦理課後照顧方案核心能力間的關係，以改編的「新北市國民小學校長領導型態、行政支持與學校辦理課後照顧方案核心能力之調查問卷」為研究工具。並以新北市九十九學年度開辦課後照顧服務之公立學校校長，共168位為研究對象，採普查方式發放問卷，總計回收有效問卷148份，有效回收率為88.1%。問卷資料則以描述統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步回歸等方法加以統計分析。研究發現，目前新北市國民小學校長領導型態、行政支持與學校辦理課後照顧方案核心能力之現況：一、校長對課後活動照顧方案既有體制結構亦有關懷，此領導型態在開辦此方案的學校中屬於校長常採用之領導型態。二、校長對課後照顧服務方案大都持以行政支持，對於教師需求在法令、經費等許可之下，皆盡量滿足，惟希望校長能在公務之餘多參加教師的活動。三、學校與一般企業在人力資源管理相同，都很重視人力資源的管理。而校長性別、是否加入教育優先區、學校規模、教育背景、校長年資，與校長領導型態和辦理課後照顧方案之核心能力並無顯著差異；校長年資與行政支持有顯著差異。此外，校長領導型態、行政支持與辦理課後照顧方案核心能力呈顯著正相關，並以行政溝通對核心能力最具預測力。依上所述，建議教育主管機關應鼓勵行政團隊主動積極協助教師，激發教師努力意願，進而提升教師學習風氣。學校校長應秉持公平對待、多方溝通及研發課程，讓教師願意擔任課後照顧的授課教師；教師則可多參與課後照顧方案，協助放學後孩子的生活，並不斷自我學習，自我成長。 This study aims to examine the relationships among principals’ leader styles, administration support and core competence of executing after-school care by using a census survey as data collection method. The subjects were selected from the pool of executing after-school care program in New Taipei City with total 168 principals as the parameter subjects and got 148 as the valid subjects.with 88.1% return rate. Data analyses used descriptive statitics, independent-sample t test, one-way analysis of variance, Pearson correlation and multiple regression to test the hypothses. The findings are fourhold as follow: 1. Principals use high structure and considerate leadership in executing after-school care program in New Taipei City. 2. Principals always give high support of administration under the legal regulation and budget; the teachers look forward to princiapls’ participating in their progams.. 3. No matter the demongraphic variables (i.e. sex, school scale, educational background, the priority of education, years of experiences), there are no significant differences existed in leader style, administration support or core competence of executing after-school care program. 4. There are significant correlation among leader style, administration support and core competence of executing after-school care program. Besides administrative communication is the best predictor to core competence of executing after-school care program in New Taipei City. As afroremetioned, this study suggests the priciapals should highly support the team of after-school care program to inspire the efforts as well as to promote teachers’ learning morale. The principals should treat the team equally and communicate in order to adovate the policy and renovate the progam. In the long run, the students will take advantages of best interests by attending after-school care progams.
Appears in Collections:	[社會福利學系暨社會福利學系碩士班] 博碩士論文

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