变革型领导与初中教师组织承诺关系研究

【作者】 曹科岩；

【导师】 龙君伟；

【作者基本信息】 华南师范大学 ， 教育经济管理， 2007， 硕士

【摘要】 变革型领导是指学校领导者(校长)通过让教师意识到所承担任务的重要意义，激发教师的高层次需要，建立互相信任的氛围，促使教师为了组织的利益牺牲自己的利益，并达到超过原来期望的结果。教师组织承诺是指教师认同目前任教学校的目标与价值，对组织有强烈的认同感和忠诚感，愿意为学校努力奉献，主动积极参与活动，并希望继续留任该校的一种态度。文章采用问卷调查法以及描述性分析、t检验、方差分析、探索性因素分析、验证性因素分析、相关分析及回归分析等统计方法对变革型领导与教师组织承诺的关系进行了研究和探讨。首先，通过查阅国内外相关文献，对变革型领导与教师组织承诺的相关研究进行了总结，并在此基础上对二者的涵义进行界定。其次，采用随机抽样的方法在广州市增城、从化两区的初级中学选取250名教师进行小样本施测，通过对187份有效数据的探索性因素分析和信效检验，得出变革型领导包含四个维度，即德行垂范、愿景激励、领导魅力、个性化关怀；教师组织承诺包含四个维度，即感情承诺、理想承诺、规范承诺、投入承诺。然后采用分层抽样的方法在广州市天河、黄埔、番禺、南沙、箩岗、海珠、白云等区初级中学选取500名教师进行正式施测，采用验证性因素分析和内部一致性信度对402份有效数据进行效度和信度的再验证。再次，文章通过单因素方差分析、相关分析和回归分析表明：(1)不同性别教师所知觉的变革型领导风格差异异著；不同教龄、职称、学历、学校等级和学校规模背景变量的教师组织承诺存在显著差异；(2)变革型领导与教师组织承诺之间存在着显著相关；(3)变革型领导的四个维度均能有效预测教师组织承诺，联合解释变异量为33.5％。最后，文章依据实证数据得出的结论，从校长领导的角度提出了提高教师组织承诺的建议：对学校的长远发展实施愿景领导；实行民主管理，培养教师的主人翁意识，鼓励教师参与行政；促进教师专业成长，增进教师对学校的认同与努力意愿；建设学校组织文化，实现学校和教师价值观的统一等。更多还原

【Abstract】 The transformational leadership (TL) refers to the school leader (principal) to evoke teachers’ high level demand, establish the atmosphere which teachers trust each other, urge teachers sacrifice their benefit for organization and reach the result that surpass the expectation by making teachers realize the importance to take charge of their responsibility. Teachers’ organizational commitment (TOC) is an attitude that the teacher are identified with the goal and value of the school they teach, have strong sense of identity and loyalty to the organization, want to dedicate to the school, take participate in the activities actively and hope to continue to serve the school.The article studies and discusses the relation of TL and TOC by using statistical methods which include questionnaire, description analysis, T test, variance analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), correlation analysis and regression analysis, and so on.Firstly, according to the related literature at home and abroad, the article summarize and comment on related researches of TL and TOC, put forward connotation of TL and TOC. Secondly, the article selects 250 teachers from the junior middle school of Zengcheng and Conghua districts in Guangzhou by adopting random sampling method. EFA of effective data from a sample of 187 showed that the transformational leadership questionnaire (TLQ) and teacher organizational commitment questionnaire (TOCQ) was a four-dimension construct respectively, which one included Morale Modeling, Visionary, Charisma and Individualized Consideration, the other include Affective Commitment, Ideal Commitment, Normative Commitment and Involvement Commitment. International consistency analyses showed that TLQ and TOCQ had suitable reliability. Then, the article test 500 teachers formally who from the junior middle school of Tianhe, Huangpu, Fanyu, Nansha, Luogang, Haizhu, Baiyun, Yuexiu and Liwan districts in Guangzhou by adopting stratified sampling method and verifies the validity and reliability of the effective data sample of 402 again by using CFA and internal consistency reliability. Thirdly, according to one-factor variance analysis, correlation analysis and regression analysis, the article shows that (1) there are notable differences in the background variables of TL such as different sex; there are notable differences in the background variables of TOC such as different teaching years, professional title, education qualification, the grade of school and the scale of school; (2) there are notable correlation between TL and TCO; (3) the four dimensions of TL can predict TOC effectively and the joint explained variation is 33.5%.Finally, according to the conclusion that from empirical data, the article gives some suggestions which will enhance TOC from the perspective of principal: the principal should implement visionary leadership; implement democratic management, cultivate the sense of ownership of the teacher and encourage the teacher to participate in administration; promote the professional growth of the teacher and enhance the identity of school of the teacher and effort wish; construct organizational culture of the school and realize the values unification that between the school and the teacher.更多还原