变革型领导与初中教师组织承诺关系研究
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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。
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.
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。
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.
引文
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3 Dubinsky A J, Yammarino F J, Jolson M, et al. Transformational Leadership: An Initial Investigation in Sales Management[J]. Journal of Personal Selling and Sales Management 1995, 15(2): 17～29.
4 Howell J M, Avolio B J. Transformational leadership, transaction leadership, locus of control and support for innovation: key predictiors of consolidated-business-unit performance[J]. Journal of Applied Psychology, 1993, 78: 891～902.
5 Bass B M. Two decades of research and development in transformational leadership[J]. European Journal of Work and Organizational Psychology, 1999, 8(1): 9～32.
6 李超平，时勘．变革型领导与领导有效性之间关系的研究[J]．心理科学，2003，26(1)：115～117．
7 孟慧．变革型领导风格的实证研究[J]．应用心理学，2004，10(2)：18～22．
1 Bass B M, Avolio B J. Multifactor leadership questionnaire[M]. Palo Alto, CA: Consulting Psychologists Press, 1996.
2 Alimo-Metcalfe B, Alban-Metcalfe R. The development of a new transformational leadership questionnaire[J]. Journal of Occupational and Orgnazitional Psychology, 2001, 74: 1～27.
3 李超平，时勘．变革型领导的结构与测量[J]．心理学报，2005，37(6)：803～811．
1 Celep C. Teachers' organizational commitment in educational organizationas[J]. National Forum of Teacher Educationa Journal, 2000, 10(3): 1～22
2 凌文辁，张治灿，方俐洛．中国职工组织承诺的结构模型研究[J]．管理科学学报，2000，3(2)：76～80
3 宋爱红，蔡永红．教师组织承诺结构的验证性因素分析[J]．心理发展与教育，2005，21(2)：48～51
4 李霞．中小学教师职业承诺问卷的研制[D]．武汉：华中师范大学硕士论文，2001
5 注：其问卷样本组成同变革型领导初试问卷，见表3-1．
1 侯杰泰，温忠麟，成子娟．结构方城模型及其应用[M]．北京：教育科学出版社，2004，154～161．
1 林崇德，申继亮，辛涛．教师素质的构成及其培养途径[D]．中国教育学刊，1996，(6)：16～22．
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3 蔡永红．教师职务绩效——结构及其影响因素研究[D]．北京：北京师范大学博士论文，2002．
4 Mowday R T, Porter L W, Sreers R M. Employee-organizational linkeage-the psychology of commitment absenteeism and turnover[M]. New York: Academic Press, 1982.20～56.
1 罗双平．职业生涯阶段划分[J]．中国人才，2002，(2)：35．
1 陈孝彬．教育管理学[M]．北京：北京师范大学出版社．1999，416．
1 龙君伟．校本人事开发与管理[M]．广州：广东高等教育出版社，2002，220～221．
1 Doty D H, Glick W H. Common methods bias: Does common methods variance really bias results?[J]. Organizational Research Methods, 1998, 1: 374～406.
1 Avolio B J, Zhu W, Koh W, et al. Transformational leadership and organizational commitiment: Mediating role of psychology empower and moderating role of structure distance[J]. Journal of Organizational Behavior, 2004, 25(8): 951～968.
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4．[美]理查德·L·达夫特著，杨斌译．领导学原理与实践[M]．北京：机械工业出版社，2005．
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8．凌文辁，方俐洛著．领导与激励[M]．北京：机械工业出版社，2000．
9．胡中锋，李方编著．教育测量与评价[M]．广州：广东高等教育出版社，2003．
10．龙君伟著．校本人事开发与管理[M]．广州：广东高等教育出版社，2002．
11．林崇德．教育与发展[M]．北京：北京师范大学出版社，2002．
12．陈孝彬．教育管理学[M]．北京：北京师范大学出版社，1999．
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11．李超平，时勘．变革型领导与领导有效性之间关系的研究[J]．心理科学，2003，26(1)：115-117．
12．李超平，时勘．变革型领导的结构与测量[J]．心理学报，2005，37(6)：803-811．
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16．孟慧．变革型领导风格的实证研究[J]．应用心理学，2004，10(2)：18-22．
17．凌文辁，张治灿，方俐洛．中国职工组织承诺研究[J]．中国社会科学，2001，2：90-102．
18．凌文辁，张治灿，方俐洛．中国职工组织承诺的结构模型研究[J]．管理科学学报，2000，3(2)：76-80．
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26．童国晓．组织承诺：民办高校教师队伍建设的启迪[J]．中国高教研究，2005，(10)：54-55．
27．王振洪．论学校管理与教师组织承诺间的关系[J]．教育发展研究，2005，(1)：30-33．
28．鲁汉玲．教师组织承诺研究综述[J]．教育探索，2005，163(1)：52-53．
29．郑铁军．要关注教师的组织承诺[J]．中小学管理，2002，(4)：44-45．
30．孙慧芳．提高组织承诺水平的策略研究[J]．安徽农业大学学报(社会科学版)，2004，13(3)：36-40．
31．杨小微．转型性变革中的学校领导[J]．教育研究与实验，2005，(4)：23-27．
32．张涛，李洪．变革型领导理论及其对校长工作的启示[J]．教学与管理，2005，(6)：3-4．
33．罗双平．职业生涯阶段划分[J]．中国人才，2002，(2)：35．
34．林崇德，申继亮，辛涛．教师素质的构成及其培养途径[J]．中国教育学刊，1996，(6)：16-22．
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2．廖艳芳．澳门中学校长领导形态与学校效能关系之研究[D]．广州：华南师范大学硕士论文，2002．
3．张治灿．中国企业员工的组织承诺研究[D]．北京：中国科学院心理学研究所博士论文，1998．
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6．郑铁军．我国民办中小学教师组织承诺实证研究[D]．北京：北京师范大学硕士论文，2003．
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8．曹采华．员工特征对工作满意、组织承诺、组织公民行为、工作绩效的影响—以派遣人员为例[D]．台湾：国立中央大学人力资源管理研究所，2002．
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4 简佳珍，林天佑．桃源县国民小学教师组织承诺与教师效能感关系之研究[J]．教育研究咨询(台湾)，2002，10(5)：137～162．
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6 蔡进雄．国民中学校长领导方式与教师组织承诺关系之研究[D]．台湾：国立师范大学硕士论文，1993．
1 Avolio B J, Zhu W, Koh W, & Bhatia P. Transformational leadership and organizational commitiment: mediating role of psychology empower and moderating role of structure distance[J]. Journal of Organizational Behavior, 2004, 25(8): 951～968.
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4 Howell J M, Avolio B J. Transformational leadership, transaction leadership, locus of control and support for innovation: key predictiors of consolidated-business-unit performance[J]. Journal of Applied Psychology, 1993, 78: 891～902.
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6 李超平，时勘．变革型领导与领导有效性之间关系的研究[J]．心理科学，2003，26(1)：115～117．
7 孟慧．变革型领导风格的实证研究[J]．应用心理学，2004，10(2)：18～22．
1 Bass B M, Avolio B J. Multifactor leadership questionnaire[M]. Palo Alto, CA: Consulting Psychologists Press, 1996.
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3 李超平，时勘．变革型领导的结构与测量[J]．心理学报，2005，37(6)：803～811．
1 Celep C. Teachers' organizational commitment in educational organizationas[J]. National Forum of Teacher Educationa Journal, 2000, 10(3): 1～22
2 凌文辁，张治灿，方俐洛．中国职工组织承诺的结构模型研究[J]．管理科学学报，2000，3(2)：76～80
3 宋爱红，蔡永红．教师组织承诺结构的验证性因素分析[J]．心理发展与教育，2005，21(2)：48～51
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5 注：其问卷样本组成同变革型领导初试问卷，见表3-1．
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3 蔡永红．教师职务绩效——结构及其影响因素研究[D]．北京：北京师范大学博士论文，2002．
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1 罗双平．职业生涯阶段划分[J]．中国人才，2002，(2)：35．
1 陈孝彬．教育管理学[M]．北京：北京师范大学出版社．1999，416．
1 龙君伟．校本人事开发与管理[M]．广州：广东高等教育出版社，2002，220～221．
1 Doty D H, Glick W H. Common methods bias: Does common methods variance really bias results?[J]. Organizational Research Methods, 1998, 1: 374～406.
1 Avolio B J, Zhu W, Koh W, et al. Transformational leadership and organizational commitiment: Mediating role of psychology empower and moderating role of structure distance[J]. Journal of Organizational Behavior, 2004, 25(8): 951～968.
1．[美]乔恩·L·皮尔斯，约翰·W·纽斯特罗姆著．领导者与领导过程[M]．北京：中国人民大学出版社，2003，2．
2．[美]斯蒂芬·P·罗宾斯著，黄卫伟，孙建敏等译．管理学[M]．北京：中国人民大学出版社，1996．
3．[美]斯蒂芬·P·罗宾斯著，孙建敏等译．组织行为学[M]．北京：中国人民大学出版社，1996．
4．[美]理查德·L·达夫特著，杨斌译．领导学原理与实践[M]．北京：机械工业出版社，2005．
5．[美]彼得·诺思豪斯著，吴荣先等译．领导学：理论与实践[M]．杭州：江苏教育出版社，2002．
6．俞文钊著．管理心理学(第三版)[M]．上海：东方出版社，2002．
7．侯杰泰，温忠麟，成子娟．结构方程模型及应用[M]．北京：教育科学出版社，2004．
8．凌文辁，方俐洛著．领导与激励[M]．北京：机械工业出版社，2000．
9．胡中锋，李方编著．教育测量与评价[M]．广州：广东高等教育出版社，2003．
10．龙君伟著．校本人事开发与管理[M]．广州：广东高等教育出版社，2002．
11．林崇德．教育与发展[M]．北京：北京师范大学出版社，2002．
12．陈孝彬．教育管理学[M]．北京：北京师范大学出版社，1999．
1．黄国隆．中学教师的组织承诺与专业承诺[J]．国立政治大学学报(台湾)，1985，53：55-84．
2．简佳珍，林天佑．桃源县国民小学教师组织承诺与教师效能感关系之研究[J]．教育研究咨询(台湾)，2002，10(5)：137-162．
3．蔡俊杰，张顺发．以结构方程模式探讨教师工作生活品质、工作价值观与组织承诺之关系[J]．屏东师院学报(台湾)，2003，21，69-109．
4．蔡俊杰，张顺发．教师工作生活品质与组织承诺关系之研究[J]．国立台南师范学院(台湾)，2003，38(1)：121-147．
5．吴宗立，林宝礼．国民小学教师工作压力与组织承诺关系之研究[J]．国教学报(台湾)，2004，15：193-230．
6．范炽文．国小教师组织承诺与学校组织绩效关系之研究[J]．教育研究资讯(台湾)，2004，12(1)：29-48．
7．杨滨璨．移转换型领导与交换型领导对组织公民行为影响效果之研究[J]．管理科学研究(台湾)，2005，12(1)：1-15．
8．李金波，许百华，张延燕．组织承诺对员工行为和工作绩效的影响研究[J]．人类功效学，2006，12(3)：17-19．
9．苏方国，赵署明．组织承诺、组织公民行为与离职倾向关系研究[J]．科学学与科学技术理，2005，(8)：111-116．
10．李超平，田宝，时勘．变革型领导与员工工作态度：心理授权的中介作用[J]．心理学报，2006，38(2)：297-307．
11．李超平，时勘．变革型领导与领导有效性之间关系的研究[J]．心理科学，2003，26(1)：115-117．
12．李超平，时勘．变革型领导的结构与测量[J]．心理学报，2005，37(6)：803-811．
13．李超平，孟慧，时勘．变革型领导对组织公民行为的影响[J]．心理科学，2006，(1)：175-177．
14．吴志明，武欣．知识团队变革型领导对组织公民行为的影响[J]．科学学研究，2006，24(2)：283-287．
15．徐长江，时勘．变革型领导与交易型领导的权变分析[J]．心理科学进展，2005，13(5)：672-678．
16．孟慧．变革型领导风格的实证研究[J]．应用心理学，2004，10(2)：18-22．
17．凌文辁，张治灿，方俐洛．中国职工组织承诺研究[J]．中国社会科学，2001，2：90-102．
18．凌文辁，张治灿，方俐洛．中国职工组织承诺的结构模型研究[J]．管理科学学报，2000，3(2)：76-80．
19．谭晟，凌文辁，方俐洛．中国员工组织承诺五因素结构模型的验证[J]．广州大学学报(自然科学版)，2002，1(6)：96-99．
20．谭晟，凌文辁．员工的组织承诺及其思考[J]．中国人力资源开发，2003，(1)：17-19．
21．吴林．教师组织承诺在学校管理中的地位与作用[J]．社会心理科学，2005，79(3)：342-345．
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