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    Title: 新北市國小教師知覺校長教學領導與學習共同體推動關係之研究
    Other Titles: The study of relationships between principal instructional leadership and implementing learning community of elementary schools in New Taipei City
    Authors: 何銘祥;Ho, Ming-Hsiang
    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: 校長教學領導;學習共同體;principal instructional leadership;implementing learning community
    Date: 2015
    Issue Date: 2016-01-22 14:44:59 (UTC+8)
    Abstract: 本研究旨在探討新北市國小教師知覺校長教學領導與學習共同體推動之現況,分析不同的背景變項之新北市國小教師在知覺校長教學領導與學習共同體推動之差異情形,並分析新北市國小校長教學領導與學習共同體推動之關係,最後探討新北市國小校長教學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,以自編之「新北市國小教師知覺校長教學領導與學習共同體推動調查問卷」為工具進行調查,研究對象為新北市103學年度學習共同體國小組共51所之學校教師,共發放705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。
    根據資料分析結果,本研究獲致以下結論:
    一、新北市國小教師知覺校長教學領導的現況屬於「中高程度」,其中以「教師專業」層面得分最高,「教學品質」層面最低。
    二、新北市國小教師知覺學習共同體推動的現況屬於「中高程度」,其中以「教師共同備課、公開觀課與議課」層面得分最高,「提供支持性環境與社區家長資源」層面最低。
    三、不同擔任職務、不同學校位置、不同學校規模之新北市國小教師在知覺校長教學領導有差異。
    四、不同性別、不同擔任職務、不同共同備課次數、不同公開授課次數、不同公開觀課次數、不同公開議課次數、不同學校位置、不同學校規模之新北市國小教師在知覺學習共同體推動有差異。
    五、新北市國小校長教學領導與學習共同體推動具有顯著中度正相關。
    六、新北市國小校長教學領導之「學校願景」層面,對學習共同體推動最具有預測力
    The purpose of this study is to explore the relationship between principal instructional leadership and the implement of learning community of elementary schools in New Taipei City. First, we acknowledge the present condition of the teachers’ perception of principal instructional leadership and the implement of learning community. Second, we study the differences existing in the teachers with different background variables about principal instructional leadership and the implement of learning community. Third, we analyze the relationship between elementary school principal instructional leadership and the implement of learning community. Finally, study the prediction ability of elementary school principal instructional leadership and the implement of learning community.
    This study methods were used by questionnaire. The subjects are 705 teachers from51 learning community 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.
    The results are as follows:
    1.The degree of the teachers'' perception of principals’ transformative curriculum leadership is at upper-middle level, especially of “ teachers’ profession development” is at the highest level, “the teaching quality” 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 course preparation, public class observation, and collaborative course discussion.” is at the highest level,“providing supporting environment and recourses of community” is at the lowest.
    3.Compare the degree of the teachers'' perception of principal instructional leadership, there are significant differences in duty, the location of schools, and the size of schools.
    4.Compare the degree of the teachers'' perception of implementing learning community,there are significant differences in gender, duty, the times of collaborative course preparation, the times of public class teaching, the times of public class observation, the times of ollaborative course discussion, the location of schools, and the size of schools.
    5.The relationship between principal instructional leadership and the implement of learning community is obviously positive.
    6.Among all dimensions of principal instructional leadership,“the vision of school” is the most redictable to implementing learning community.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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