本研究旨在探究大學生參與服務學習課程經驗與領導力發展之關係,從服務學習課程設計及發展歷程,分析領導力發展是否顯著提升。研究對象為國立臺灣師範大學開設選修「服務學習活動設計與實施」之學生共35名。研究工具設計「大學生參與服務學習課程經驗與領導力發展問卷」,以描述性統計、獨立樣本t考驗、皮爾森積差相關與逐步迴歸分析,並蒐集反思心得與服務日誌等質性資料進行分析。研究發現大學生參與服務學習課程經驗與領導力發展皆屬良好程度,且課程經驗與領導力發展屬於中度正相關,逐步迴歸分析結果發現「反思」為領導力發展之顯著預測變項,解釋力為29.6%。歸納本研究結果,對於提升服務學習專業課程成效、加強服務學習課程師資培育品質、提供多元參與社會行動與實踐機會、強化社區協同合作關係及未來研究對象、變項與方法等提出建議,期能提供相關教育人員規劃與實施服務學習課程之參考。
This study aims to explore the relationship among the personal background, curriculum experience, and leadership development when students participate in service-learning curriculum. The participants attended the second semester of the 105 academic year elective courses "Design and Practice of Service-Learning" at National Taiwan Normal University, a total of 35 students. "Students' Participation in Service-Learning Course Experience and Leadership Development Questionnaire" was used in this study. The statistical analysis methods consisted of descriptive statistics, independent-sample t-test, Pearson's correlation, stepwise regression analysis, and reflection journals were collected for qualitative analysis. Students who participate in the service-learning curriculum experience and leadership development show good command. The curriculum experience and leadership development have moderately positive correlation for college students. Stepwise regression analysis findings: "reflection" explain 29.6% of the variance for leadership development. Recommendations based on the results are presented to improve the effectiveness of service-learning curriculum, enhance the quality of service-learning teacher training, provide opportunities for diverse participation in social actions and practices, strengthen community collaboration and cooperation, as well as expend participants, variables and methods for further research. It is hoped that this study will procure suggestions for relevant educators to plan and implement service learning courses.