研究旨在瞭解臺北縣國民小學學年主任角色知覺與教學領導行為之現況，分析其角色知覺與教學領導行為在不同背景變項下之差異情形，並探討此角色知覺與教學領導行為的相關情形。 本研究以臺北縣國民小學之學年主任為研究對象，以自編的「國民小學學年主任之角色知覺與教學領導行為調查問卷」為研究工具，共發出420份，有效問卷回收404份，回收率達96.2％。問卷調查所得資料以SPSS12.0 版統計套裝軟體進行平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法加以處理。 依據問卷調查結果之分析，歸納本研究之主要結論如下： 一、臺北縣國民小學學年主任之角色為多元並存的綜合角色。 二、臺北縣國民小學學年主任角色知覺屬中上程度，其中以「傳播聯繫者」角色的知覺最高。 三、臺北縣國民小學學年主任因不同個人背景變項而在角色知覺的差異有部分顯著。 四、臺北縣國民小學學年主任因不同學校背景變項而在角色知覺的差異情形，以「學校規模」達顯著水準。 五、臺北縣國民小學學年主任教學領導行為具多樣化的特性。 六、臺北縣國民小學學年主任之各種教學領導行為屬中上程度，其中以「溝通協調」之領導行為的表現最高。 七、臺北縣國民小學學年主任因不同個人背景變項而在教學領導行為的差異情形，部分變項有顯著差異。 八、臺北縣國民小學學年主任因不同學校背景變項而在教學領導行為的差異情形，以「學校規模」的差異達顯著水準。 九、臺北縣國民小學學年主任之角色知覺與教學領導行為間具有中高度正相關。 十、臺北縣國民小學學年主任之角色知覺對教學領導行為具有正向預測力，其中以「協調促進者」之預測力最佳。 根據上述研究結論，本研究提出若干建議，以供學校機關、學年主任及未來研究之參考。 The purposes of this study, in regard to Role Perception and Behavior of Teaching Leadership of Grade-Director of Elementary Schools in Taipei County, were to understand their current status, to compare the differences based on background variables, and to analyze the relationship in between. This study adopted questionnaire survey as its method and a questionnaire entitled as “ Questionnaire on the Role Perception and Instructional Leadership Behavior of Grade-Directors of Elementary Schools” was administered to 420 grade-directors of elementary schools in Taipei County. The questionnaire data collected were analyzed by applying computer software SPSS version 12.0, and statistics such as mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, and regression analysis were used . The major findings of this study were as follows: Ⅰ.The Grade-Directors of elementary schools in Taipei County are coexistence of integrated multi-role. Ⅱ.The current Role Perception level of Grade-Director of elementary schools in Taipei County is above the average, with the role of “Communication and coordination ” the highest one. Ⅲ.There are some significant differences in role perception by the background variables of Grade-Directors of elementary schools in Taipei County. Ⅳ.School background variables like school size show a positive correlation with the role perception of elementary schools’ Grade-Directors in Taipei County. Ⅴ.The instructional leadership behavior of Grade-Directors of elementary schools in Taipei County shows a variety of characteristics. Ⅵ.The current instructional leadership behavior of Grade-Directors of elementary schools in Taipei County is above the average level, with “communication and coordination ” the highest one. Ⅶ.There are some significant differences in instructional leadership behavior of Grade-Directors of elementary schools in Taipei County by their background variables. Ⅷ.School background variables like school size show a positive correlation with instructional leadership behavior of elementary schools’ Grade-Directors in Taipei County. Ⅸ.The role perception and instructional leadership behavior of elementary schools’ Grade-Directors have a highly positive correlation. Ⅹ.In Taipei County, the role of communication and coordination has the best predictive power to Grade-Directors’ instructional leadership behavior. Based on results of the study, some suggestions were proposed to schools and Grade-Directors of elementary schools, as well as the future study.
