本研究旨在瞭解國小校長認定領導、教師心理賦權與教師建言行為的現況，並探討上述三者的相關情形。研究方法為文獻分析、問卷調查，研究對象為臺灣地區公立國民小學現職教師，以分層比例隨機抽樣方式，總計發出1084份問卷，回收884份，整體回收率81.5％；有效樣本共為672份。問卷回收後分別以描述性統計、Bootstrap，及結構方程模式進行資料分析。研究結果發現國小校長認定領導現況達中高度知覺，其中以「維護成員利益」表現最佳；教師心理賦權現況達中高度知覺，其中以「意義」表現最佳；教師建言行為現況達中高度知覺，其中以「促進性建言」表現最佳。此外，國小校長認定領導、教師心理賦權與教師建言行為三者之理論模式關係獲得支持，教師心理賦權具有中介效果。本研究依據結果建議校長經營校園認定關係，以提升認定領導效能；鼓勵教師專業進修，強化教師心理賦權；營造支持與信任氛圍，提升教師良善建言；運用校長認定領導，激發教師心理賦權，有效提升教師建言行為。

This study aims to investigate the current status and interrelationship of principal’s identity leadership, teacher’s psychological empowerment and teacher’s voice behavior under the reform of 12-year basic education in elementary schools. The research methods included literature review and questionnaire survey. The survey targeted teachers in Taiwan’s public elementary school. The study issued a total of 1084 questionnaires, with the return rate of 81.5%, among which there were 672 valid questionnaires. The data was analyzed by descriptive statistics, Bootstrap and structural equation modeling (SEM). The results show that currently principal’s identity leadership is middle and high perceived, especially for “Identity advancement: Doing it for us”. Secondly, teacher’s psychological empowerment is middle and high perceived, especially for “meaning”. Thirdly, teacher’s voice behavior is also middle and high perceived, especially for “promotive”. There is a moderate positive correlation between the principal’s identity leadership, teacher’s psychological empowerment and teacher’s voice behavior. In addition, theoretical models are supported among principal’s identity leadership, teacher’s psychological empowerment and teacher’s voice behavior. Furthermore, teacher’s psychological empowerment act as intermediary between two other factors. Based on the conclusions, it is suggested that principals should manage the identity relationship of the campus to enhance the identity leadership effectiveness; encouraging teachers' professional development, strengthen the teacher’s psychological empowerment; create an atmosphere of support and trust and enhance the teacher’s voice behavior; principal’s identity leadership can stimulate teacher’s psychological empowerment, which strongly improves teacher’s voice behavior.

目次

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 6
第四節 研究方法與步驟 8
第五節 研究範圍與限制 9
第二章　文獻探討 11
第一節 校長認定領導之意涵 11
第二節 教師心理賦權之意涵 14
第三節 教師建言行為之意涵 16
第四節 校長認定領導、教師心理賦權與教師建言行為之關係 19
第三章　研究設計與實施 29
第一節 研究架構 29
第二節 研究對象 31
第三節 研究工具 32
第四節 實施程序 34
第五節 資料處理與分析 35
第四章　研究結果與討論 37
第一節 國民小學校長認定領導、教師心理賦權與教師建言行為現況分析 37
第二節 不同背景之教師對於校長認定領導、教師心理賦權與教師建言行為差異情形之分析與討論 43
第三節 國民小學校長認定領導、教師心理賦權與教師建言行為相關情形 60
第四節 國民小學校長認定領導、教師心理賦權與教師建言行為之關係 64
第五章　結論與建議 71
第一節 結論 71
第二節 建議 76
參考文獻 81
壹、 中文部分 81
貳、 西文部分 82
附錄 90
附錄一　正式問卷 90

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