校長領導對教師學習領導的影響：檢視信任關係與學業強調的調節作用

The Effect of Principal Leadership on Teacher Leadership for Learning: How Trust and Academic Emphasis Moderate?

陳文彥(Wen-Yan Chen) ； 潘慧玲(Hui-Ling Wendy Pan)

《教育科學研究期刊》 64卷1期 (2019/03) Pp. 119-147

https://doi.org/10.6209/JORIES.201903_64(1).0005

摘要

在講求分享管理的學校經營中，教師學習領導十分重要，惟過去甚少有研究觸及其如何受到校長領導之影響。為了檢視校長對教師發揮促進學習的領導具有何等效應，特別是此效應是否會因學校裡的信任關係及重視學業程度而有所差異，本研究以國中教師為對象，運用問卷調查法進行探討，共回收1,340份有效問卷，研究結果獲得以下重要發現：一、國中教師對於本研究所探討的四個焦點（校長領導、教師學習領導、教師對校長的信任關係及學校學業強調），知覺程度均達中高標。不過，教師學習領導之得分顯著高於其他三者；得分次高者為信任關係。二、教師背景變項對其知覺程度之影響，系統性達顯著水準者為教師兼任行政與否。三、校長領導對於教師學習領導的影響效果，受到信任關係與學業強調的調節；信任關係對於校長領導的影響力具有加乘作用，而高學業強調則對校長領導之影響力產生壓抑效果。有關學業強調之正向功能，其強度不若西方脈絡中所呈現的，適足彰顯本研究發現具有的文化意涵。

關鍵字

信任關係 ； 校長領導 ； 教師領導 ； 教師學習領導 ； 學業強調

並列摘要

Teacher leadership for learning is significant for school management in the context of shared governance, while there is scarce literature regarding how it is influenced by principal leadership. To examine principal effect on teacher leadership and how the effect is moderated by teacher trust in principal and school academic emphasis, the study administered a survey to 1,340 junior high school teachers in Taiwan. Important findings are concluded as follows: (1) Teacher perceptions of principal leadership, teacher leadership for learning, teacher trust in principal and school academic emphasis all reached moderately high level. Teacher leadership for learning was ranked as the top, followed by teacher trust in principal. (2) Among the demographic variables, teachers with formal administrative post or not was found to exert significant influence on the aforementioned teacher perceptions. (3) The effect of principal leadership on teacher leadership for learning was moderated by teacher trust and academic emphasis. In other words, principal effect on teacher leadership was more vivid in schools where teachers had higher degree of trust in principals, and less evidently in schools with stronger extent of academic emphasis. The study features itself with cultural implication for its presenting weaker significance of academic emphasis than that found in the western context.

並列關鍵字

academic emphasis ； principal leadership ； teacher leadership ； teacher leadership for learning ； trust

參考文獻

汪美伶、李灦銘（2010）。學校相關壓力對國中生學業成就之影響：內控信念之調節角色。中華心理衛生學刊，23（1），1-33。 【Wang, M.-L., & Lee, H.-M. (2010). The influence of school-related stress on academic achievement for junior high school students-the moderating role of internal locus of control. Formosa Journal of Mental Health, 23(1), 1-33. 】

林和春、楊佩禎（2016）。國民小學校長課程領導與教師領導關係之研究─以桃園市為例。中等教育，67（4），57-84。 【Lin, H.-C., & Yang, P.-C. (2016). The relationship between elementary school principals' curriculum leadership and teachers' leadership in Taoyuan City. Secondary Education, 67(4), 57-84.】

林家五、張國義、劉貞妤、林裘緒、陳筱華（2009）。差序對待知覺與同事間信任對公平態度與政治行為之影響。本土心理學研究，31，143-175。 【Lin, C.-W., Chang, K.-I., Liu, C.-Y., Lin, C.-S., & Chen, S.-H. (2009). Effect of leader's differential management on subordinates' justice attitudes and political behaviors. Indigenous Psychological Research in Chinese Societies, 31, 143-175. 】

陳文彥（2016）。跨越教室的力量：教師學習領導之領導實踐分析。當代教育研究，24（3），65-98。 【Chen, W.-Y. (2016). The power beyond classrooms: Leadership practice of teacher leadership for learning. Contemporary Educational Research Quarterly, 24(3), 65-98. 】

張德銳（2010）。喚醒沉睡的巨人─論教師領導在我國中小學的發展。臺北市立教育大學學報，41（2），81-110。 【Chang, D.-R. (2010). Awakening the sleeping giant: An analysis of the development of teacher leadership in elementary and secondary schools in Taiwan. Journal of University of Taipei, 41(2), 81-110. 】