國民中學學習領域召集人正向領導、教師教學省思與創新教學成效關係之研究

A Study on the Relationships Among Learning Areas Leaders' Positive Leadership, Teachers' Teaching Reflection and Innovative Teaching Effectiveness in Junior High Schools

賴協志(Hsieh-Chih Lai) ； 吳清山(Ching-Shan Wu)

《課程與教學》 18卷4期 (2015/10) Pp. 1-27

https://doi.org/10.6384/CIQ.201510_18(4).0001

摘要

本研究旨在探討國民中學學習領域召集人正向領導、教師教學省思與創新教學成效的關係，並且運用中介效果模式，分析三者之間的關聯性。為達成上述目的，本研究採用問卷調查法，以臺灣地區60所國中之741位教師為樣本，運用積差相關及結構方程模式進行統計分析；獲得如下結論：1.學習領域召集人正向領導、教師教學省思與創新教學成效間呈現顯著正相關；2.學習領域召集人正向領導對教師教學省思及創新教學成效的影響有顯著直接效果，教師教學省思對創新教學成效的影響亦有顯著直接效果；3.學習領域召集人正向領導會透過整體教師教學省思之中介作用，正面影響創新教學成效。

關鍵字

學習領域召集人正向領導 ； 教師教學省思 ； 創新教學成效 ； 國民中學

並列摘要

The main purpose of the present study was to explore the relationships among learning areas leaders' positive leadership, teachers' teaching reflection and innovative teaching effectiveness in junior high schools by using the survey method with the mediated-effects model. A total of 741 teachers selected from 60 junior high schools were surveyed. Their responses were analyzed by SPSS/PC with the product-moment correlation procedure and the structural equation modeling. The conclusions of the study were as follows: 1. there were significant and positive relationships among learning areas leaders' positive leadership, teachers' teaching reflection and innovative teaching effectiveness; 2. learning areas leaders' positive leadership had significant and direct effects on teachers' teaching reflection and innovative teaching effectiveness, and teachers' teaching reflection had significant and direct effects on innovative teaching effectiveness; 3. tested by mediated-effects model, the data revealed that learning areas leaders' positive leadership had significant and indirect effects on innovative teaching effectiveness mediated by teachers' teaching reflection.

並列關鍵字

learning areas leaders' positive leadership ； teachers' teaching reflection ； innovative teaching effectiveness ； junior high schools

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