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    Title: 新北市國中教師知覺校長轉型課程領導與學習共同體推動關係之研究
    Other Titles: A study on relationship between principals' transformative curriculum leadership and implementing learning community of junior high schools in New Taipei City
    Authors: 陳信宏;Chen, Hsin-Hung
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    薛雅慈
    Keywords: 轉型課程領導;學習共同體;transformative curriculum leadership;implementing learning community
    Date: 2014
    Issue Date: 2015-05-04 09:19:35 (UTC+8)
    Abstract: 本研究旨在了解新北市國中教師知覺校長轉型課程領導與學習共同體推動之現況,了解不同的背景變項之新北市國中教師在知覺校長轉型課程領導與學習共同體推動之差異情形,分析新北市國中校長轉型課程領導與學習共同體推動之關係,最後探討新北市國中校長轉型課程領導對學習共同體推動之預測力情形。
    本研究採用問卷調查法與訪談法。問卷調查方面,以自編之「新北市國中教師知覺校長轉型課程領導與學習共同體推動問卷」為工具進行調查,研究對象為新北市21所學習共同體國中組先導學校教師,共發放191份問卷,蒐集到的資料以平均數、標準差、t考驗、單因子變異數分析、Pearson積差相關及多元回歸分析等統計方法進行資料處理。訪談方面,依據統計結果選取兩所學校,針對教師與校長分別進行訪談。將問卷與訪談資料加以分析討論後,獲致以下結論:
    壹、新北市國中教師知覺校長轉型課程領導行為屬於「中高」程度,其中以「教學歷程的革新」得分最高,「家長與社區的連結」最低。
    貳、新北市國中教師知覺學習共同體推動現況屬於「中高」程度,其中以「落實教師共同備課」得分最高,「規劃學習共同體改革願景」最低。
    參、新北市國中教師對於校長轉型課程領導的知覺程度,男性教師顯著高於女性教師。
    肆、新北市國中教師對於學習共同體推動的知覺程度,參與共同備課3-5次的教師顯著高於參與共同備課0-2次的教師。
    伍、新北市國中校長轉型課程領導與學習共同體推動具有顯著正相關。
    陸、新北市國中校長轉型課程領導行為,以「文化革新與組織再造」、「家長與社區的連結」、「教學歷程的革新」對學習共同體推動具有預測力。
    The purpose of this study is to explore the relationship between principals’transformative curriculum leadership and the implement of learning community.First,we acknowledge the present condition of the teachers’ perception of principals’ transformative curriculum leadership and the implement of learning community. Second, we study the differences existing in the teachers with different background variables about principals’ transformative curriculum leadership and the implement of learning community. Third, we analyze the relationship between junior high school principals’ transformative curriculum leadership and the implement of learning community. Finally, study the prediction ability of high school principals’ transformative curriculum leadership and the implement of learning community.

    This study methods were questionnaire and focus group interviews. In questionnaire aspect, the subjects are 191 teachers from 21 learning community pilot schools in New Taipei County. The collected data were analyzed through the methods of descriptive statistic,t-test, one-way ANOVA, Pearson’s correlation analysis and multiple regression analysis. In addition, interviews had selected two schools from 21 pilot schools according to statistical data of questionnaire. The study draws the following conclusions:

    1.The degree of the teachers'' perception of principals’ transformative curriculum leadership is at upper-middle level, especially of “the innovation of teaching process” is at the highest level, “the interaction of parents and community” is at the lowest.
    2.The degree of the teachers'' perception of implementing learning community is at upper-middle level, especially of “the implementation of collaborative curriculum design” is at the highest level,“building vision of learning community” is at the lowest.
    3.Compare the degree of the teachers'' perception of principals’ transformative curriculum leadership, male teachers are higher than female teachers.
    4.Compare the degree of the teachers'' perception of implementing learning community, teachers participated in collaborative curriculum design for 3-5 times are higher than teachers participated in collaborative curriculum design for 0-2 times.
    5.The relationship between principals'' transformative curriculum leadership and the implement of learning community is obviously positive.
    6.Among all dimensions of principals’ curriculum leadership, “the innovation of school culture and organization”,“the interaction of parents and community”and“the innovation of teaching process”are predictable to implementing learning community.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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