期刊專區/ Periodical Section

教學領導、分布式領導和學校氣氛對教師工作滿意的直接和調節作用：基於TALIS 2018臺灣國民中學資料之多層次分析

Direct and moderating effects of instructional leadership, distributed leadership, and school climate on teacher job satisfaction – A multi-level analysis based on TALIS 2018 Taiwan junior high school data

所屬期刊：	第19卷第1期 主編：國立彰化師範大學教育研究所教授 龔心怡
系統編號：	vol072_02
主題：	教育政策與制度
出版年份：	2023
作者：	吳勁甫
作者(英文)：	Jin-Fu Wu
論文名稱：	教學領導、分布式領導和學校氣氛對教師工作滿意的直接和調節作用：基於TALIS 2018臺灣國民中學資料之多層次分析
論文名稱(英文)：	Direct and moderating effects of instructional leadership, distributed leadership, and school climate on teacher job satisfaction – A multi-level analysis based on TALIS 2018 Taiwan junior high school data
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	中文
論文頁數：	40
中文關鍵字：	2018教學與學習國際調查；教學領導；分布式領導；教師工作滿意；學校氣氛
英文關鍵字：	TALIS 2018；instructional leadership；distributed leadership, teacher job satisfaction；school climate
服務單位：	國立中興大學教師專業發展研究所副教授
稿件字數：	23936
作者專長：
投稿日期：	2022/12/03
論文下載：
摘要(中文)：	「教學與學習國際調查」（Teaching and Learning International Survey, TALIS）為針對學校學習環境和教師工作情況之國際調查，臺灣係首度參與TALIS 2018之調查。迄今，國內在此方面的實徵研究仍相當有限，缺乏校長和教師知覺學校領導的不同觀點，以及多層次理論模式之檢證等研究成果。本研究即應用TALIS 2018臺灣國民中學資料，以多層次分析的架構，分析學校領導和學校氣氛對教師工作滿意之直接影響。此外，更採取多層次調節效果模式，檢測學校領導對教師工作滿意的影響受到學校氣氛之調節作用情形。資料經多層次結構方程模式分析後，所獲致之主要結論為：1.校長知覺之教學領導和分布式領導對教師工作滿意不具直接影響力。2.教師知覺之分布式領導對教師工作滿意之部分面向具有正向的直接影響力。3.部分學校氣氛面向對教師工作滿意之部分面向具有正向或負向的直接影響力。4.校長知覺之教學領導和分布式領導對教師工作滿意之直接影響力，此不受學校氣氛所調節。5.教師知覺之分布式領導對教師工作滿意之直接影響力，此受部分學校氣氛面向（「學術強調」）所調節。最後，對於學校領導之實務意涵和未來研究提出相關建議。
摘要(英文)：	The Teaching and Learning International Survey (TALIS) is an international survey asking school leaders and teachers about their working conditions and learning environments, and Taiwan participated in TALIS 2018 for the first time. So far, the results of TALIS-related empirical research in Taiwan are still quite limited. Besides, there is a lack of different perspectives of principals and teachers perceiving school leadership, as well as research findings from multilevel model testing. This study applied data from TALIS 2018 in Taiwan to analyze the multilevel direct effects of school leadership and school climate on teachers’ job satisfaction. In addition, a multilevel moderation model was used to examine the effects of school leadership on teachers’ job satisfaction moderated by school climate. After the data were analyzed by multilevel structural equation modeling, the main conclusions obtained are: 1. Principals’ perceived instructional leadership and distributed leadership do not have direct influences on teachers’ job satisfaction. 2. Teachers’ perceived distributed leadership has positive and direct influences on some dimensions of teachers’ job satisfaction. 3. Some school climate dimensions have direct positive or negative influences on some dimensions of teachers’ job satisfaction. 4. The direct influences of principals’ perceived instructional leadership and distributed leadership on teachers’ job satisfaction are not moderated by school climate. 5. The direct influences of teachers’ perceived distributed leadership on teachers’ job satisfaction are moderated by part of school climate dimension (" academic pressure"). Finally, this study offers suggestions for the practical implications of school leadership and future research.
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