| Summary: | 博士 === 國立高雄師範大學 === 諮商心理與復健諮商研究所 === 105 === Abstract
This study aims to verify models of the director’s leadership competence, professional commitment and leadership effectiveness in the counseling sections. The research scopes are the self-evaluation of leadership competence and professional commitment among the directors in the counseling sections in high school level and above. Leadership effectiveness of directors in the counseling sections was filled in scale by directors’ superior directors and working staffs. Data was collected by self-report inventory, including the Leadership Competence Scale （LCS）, the Professional Commitment Scale and the Leadership Effectiveness Scale （LES）. For pretest samples, there were 70 participants for counseling directors and 151 for superior directors and working staffs. For formal samples, there were 257 participants for counseling directors and 541 for superior directors and working staffs.
The data collected was analyzed with Descriptive statistics, T-test, One-Way ANOVA, Pearson product-moment correlation, Canonical correlation, and Structural equation modeling.
Results of the study indicated that first, two measure scales were constructed. Leadership Competence Scale was developed with 31 items, in which 12 items are about management of jobs, 11 about organizational strategies, 8 about transference of leadership. The internal consistency realibity is good, in which the coefficients of the three constructs are .951, .963 and .906 respectively, and that of total LCS is .970. Furthermore, verified by AMOS confirmatory factor analysis, results indicated that measurement mode of LCS is in goodness-of-fit and convergent validitiy reached the examining standard, in which coefficients of composite reliability of the three constructs are .929, .940 and .918 respectively, and all of which is above .60.
Leadership Effectivensss Scale was developed with 22 items, in which 13 items are about team process, 9 are about goal achievement. The internal consistency realibity is good, in which the coefficients of the two constructs are .979 and .947 respectively, and that of total LES is .980. Furthermore, verified by AMOS confirmatory factor analysis, results indicated that measurement mode of LES is in goodness-of-fit and convergent validitiy reached the examining standard, in which coefficients of composite reliability of the two constructs are .976 and .948, and both of which is above .60.
Second, directors in the counseling sections highly confirmed their leadership competence and professional commitment. The superior directors highly confirmed the directors’ leadership effectiveness, which were middle-highly confirmed by the working staffs.
Third, significant differences revealed within directors’ age, working years and leadership competence. Professional commitment only pertained to education. No significant differences occurred in terms of superior directors’ backgrounds and the leadership effectiveness performed by the directors. As for the directors’ leadership effectivenss, significantly the working staffs with diverse major backgrounds confirmed more highly than those with relevant major backgrounds. The superior directors confirmed the leadership effectiveness performed by the directors more highly than that confirmed by the working staffs significantly.
Fourth, directors’ cognitive leadership competence and their professional commitment were highly correlated. However, there was a significantly low correlation between the directors’ self-evaluation of their leadership competence and their leadership effectivenes evaluated by their superior directors. No significant correlation was uncovered in terms of directors’ self-evaluation of their leadership competence and the directors’ leadership effectiveness evaluated by the working staffs. Futhermore, only some of the constructs were lowly correlated between the directors’ professional commitment and their leadership effectiveness evaluated by their superior directors. However, no significant correlation was uncovered between the directors’ professional commitment and their leadership effectiveness evaluated by the working staffs.
Finally, the outcome of the model verification failed to support leadership competence, professional commitment and leadership effectiveness.
Based on the findings, some implications were suggested to the counseling sections in schools and future research.
Key words: the director in the counseling section, leadership competence, professional commitment, leadership effectiveness
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