在當前全球教育改革的背景下，提升教師專業素養與教學品質已成為重要關注點。新進教師作為教育體系中的新生力量，其專業成長不僅影響學生的學習成效，也關係到教育系統的長期穩定與創新。然而，現有研究對如何有效支持新進教師的教學品質提升仍有不足，特別是在領導模式對教師行為與心理的影響機制方面。為此，本研究探討分布式領導對台灣新進教師教學品質的影響，並以教師自主性與幸福感為中介變項，剖析其內在作用機制，為教育政策與學校管理提供實證依據。
本研究採用TALIS 2018資料，選取台灣工作年資不超過五年的1,311名教師為樣本，採用階層線性模式（HLM）進行分析，並透過Sobel檢驗驗證中介效果。結果顯示，分布式領導可透過提升新進教師在課程與教學上的自主性感受，進一步間接促進其對教學品質的正向評價，驗證了教師自主性作為組織支持與教學行為之間的關鍵心理機制。相較之下，雖然分布式領導對新進教師幸福感具有穩定的正向影響，但其幸福感對教學品質的直接與中介效果皆未達顯著，顯示情緒福祉未必能在新進教師階段直接轉化為教學效能。此外，本研究亦發現教師自主性與幸福感之間並無顯著關聯，暗示制度性賦權未必能同步帶來情緒層面的正向回應，此現象可能與新進教師對責任壓力與角色負荷的敏感性，以及文化脈絡中對「自主」意涵的多元詮釋相關，值得後續研究深入探討。
本研究不僅補足過去文獻對新進教師心理歷程的實證缺口，也透過跨層次建模方法，揭示組織支持如何轉化為個體行動的過程。研究結果具體指出，新進教師教學品質的提升需依賴制度參與感所帶來的專業控制感，而非單一情緒支持。最後，本文亦提出教育實務與未來研究建議，呼籲政策設計者與學校領導者應重視制度整合與心理轉化機制，以促進新進教師的穩定發展與教學效能。

In the context of global educational reform, enhancing teachers’ professional competence and instructional quality has become a central concern. As emerging forces in the education system, novice teachers play a vital role not only in shaping student learning outcomes but also in sustaining long-term institutional development and innovation. However, existing research offers limited insights into how to effectively support the instructional quality of novice teachers, particularly regarding the psychological mechanisms by which leadership models influence their behavior and perceptions. To address this gap, the present study examines the effects of distributed leadership on the teaching quality of novice teachers in Taiwan and explores the mediating roles of teacher autonomy and well-being, thereby providing empirical evidence for educational policy and school leadership practices.
Drawing on data from the 2018 Teaching and Learning International Survey (TALIS), this study analyzes responses from 1,311 Taiwan’s teachers with no more than five years of teaching experience. Hierarchical Linear Modeling (HLM) was employed to assess cross-level relationships, and Sobel tests were used to examine mediation effects. The results indicate that distributed leadership indirectly promotes novice teachers’ positive self-evaluations of teaching quality through enhanced perceptions of autonomy in curriculum, instruction, and assessment. This finding affirms the critical role of teacher autonomy as a psychological mechanism linking organizational support to teaching practice. In contrast, although distributed leadership showed a stable positive effect on teacher well-being, well-being itself did not significantly predict teaching quality or demonstrate a mediating effect, suggesting that teachers’ well-being may not readily translate into taching efficacy during the early stages of teaching.
Furthermore, the study found no significant association between novice teachers’ autonomy and well-being, implying a potential disconnect between institutional empowerment and emotional response. This result may reflect novice teachers’ heightened sensitivity to role demands and performance pressure, as well as culturally embedded interpretations of “autonomy” that emphasize individual accountability over professional liberation. These dynamics warrant further investigation.
Overall, this study fills an empirical gap in the literature concerning the psychological development of novice teachers and, through multilevel modeling, illuminates the process by which school-level support is internalized into teacher-level practices. The findings underscore that improvements in teaching quality among novice teachers are more dependent on a sense of professional control derived from authentic participation, rather than emotional support alone. The study concludes with practical and theoretical recommendations, calling on policy-makers and school leaders to prioritize structural coherence and psychological transformation mechanisms to support the sustainable development and instructional effectiveness of novice teachers.