國小校長知識領導與教師教學創新能力 關係之研究

A Study on the Relationship between Principals’ Knowledge Leadership and Teachers’ Instructional Innovation Capability of Elementary Schools

石娟(Chuan Shih)

指導教授 ： 樊愛群

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000477

摘要

本研究旨在瞭解國小校長知識領導與教師教學創新能力的現況，並分析不同背景之教師知覺校長知識領導與教師教學創新能力的差異情形，最後探討校長知識領導與教師教學創新能力的相關情形。
本研究採問卷調查法，以分層比例隨機抽樣，抽取桃園縣60所小學與810位合格國小教師，回收有效問卷752份，問卷資料以t考驗、單因子變異數分析、Pearson積差相關以及多元迴歸分析等統計方法，進行分析與處理。本研究獲得之結論如下：
一、桃園縣國小校長知識領導現況屬「中上」程度，其中以「推動創新策略」最佳。
二、桃園縣國小教師教學創新能力現況屬「中上」程度，其中以「課程內容創新能力」最佳。
三、不同性別、年齡、服務年資、職務、校長性別、學校規模與學校地區之桃園縣國小教師知覺校長知識領導達顯著差異。
四、不同教育程度、職務、校長性別、學校規模與學校地區之桃園縣國小教師教師創新能力達顯著差異。
五、桃園縣國小校長知識領導與教師教學創新能力具中度正相關。
六、桃園縣國小校長知識領導對於教師教學創新能力具預測力。
最後，依據研究結果提出具體建議，裨供教育行政機關、國小校長與教師，以及後續研究者作為參考。

關鍵字

校長知識領導 ； 教師教學創新能力

並列摘要

The purpose of the study was to understand the current situation of principals’ knowledge leadership and teachers’ instructional innovation capability of elementary schools, meanwhile, it also aimed at analyzing the differences of teachers’ perception on principals’ knowledge leadership and teachers’ instructional innovation capability from various personal background and school environment variables; finial, the relationship between principals’ knowledge leadership and teachers’ instructional innovation capability was explored.
This research method is mainly a questionnaire survey. Stratified Random Sampling method was adapted to sample 810 teachers from 60 elementary schools in Taoyuan County and 752 valid samples were produced. Moreover, the survey data was analyzed with t test, single factor ANOVA, Pearson product-moment correlation and multiple regressions. The conclusions were as the following:
1.The current situation of elementary school principles’ knowledge leadership in Taoyuan County was above average, especially in taking innovation strategies.
2.The current situation of elementary school teachers’ instructional innovation capability in Taoyuan County was above average, especially in curriculum innovation capability.
3.There was significant difference in elementary school teachers’ perception on principles’ knowledge leadership in terms of different teacher’s gender, age, service years, position, principal’s gender, school scale and location.
4.There was significant difference in elementary school teachers’ instructional innovation capability in terms of different teacher’s diplomas, position, principal’s gender, school scale and location.
5.There was significantly medium positive correlation between principals’ knowledge leadership and teachers’ instructional innovation capability of elementary schools in Taoyuan County.
6.The principals’ knowledge leadership had significant prediction power on teachers’ instructional innovation capability of elementary schools in Taoyuan County.
Based on the research conclusions, some suggestions were proposed to the educational administrations, elementary school principals, teachers and the subsequent researchers.

並列關鍵字

knowledge leadership ； instructional innovation capability

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