澎湖縣國民小學校長知識領導與學校創新經營之研究

A Study on Principals' Knowledge Leadership and School Innovation Management for Elementary School in Penghu County

張芳全(Fang-Chung Chang) ； 陳穎榛(Ying-Zhen Chen)

《臺北市立大學學報.教育類》 51卷2期 (2020/12) Pp. 27-61

https://doi.org/10.6336/JUTEE.202012_51(2).0002

摘要

澎湖的交通不便，致使教師增能不易，限制了教師專業發展，同時學校面對文化刺激不足、教師流動率高、學校經營創新的問題。因而澎湖縣國小校長的知識領導相當重要，它與學校創新經營是值得探究的議題。本研究以問卷調查法瞭解澎湖縣國民小學教師感受校長知識領導對學校創新經營的影響情形，抽取30所學校444位教師調查分析，獲致以下結論：（1）教師感受校長知識領導良好，尤其感受校長在激勵成員學習成長最好，感受校長整合組織知識資源較低。（2）教師感受校長學校創新經營良好，尤其在課程教學創新的感受最好，而感受行政管理創新較低。（3）澎湖縣國小教師及學校背景變項對學校經營創新解釋力在4.3～17.9%，而校長知識領導對學校創新經營解釋力在35.2～69.2%，可見校長知識領導比起學校及教師背景因素還重要。（4）教師兼行政、年資、學校規模、校長性別對校長知識領導有明顯影響，也就是教師兼主任、年資11～20年、中型學校服務的教師、男校長在知識領導較好。（5）教師兼行政、年資、學校所在地對學校創新有明顯影響，也就是教師兼主任、年資淺、在特偏及小型學校服務的教師、教師感受男校長在學校創新經營較好。（6）教師感受校長知識領導對學校創新經營是背景因素對學校創新經營解釋力的3倍，而校長知識領導與教師服務年資對學校創新經營具有調節效果。

關鍵字

知識領導 ； 校長 ； 學校創新經營 ； 調節效果

並列摘要

Inconvenient transportation in Penghu County made it difficult for teachers to increase their capacity, which greatly limited the professional development of teachers. At the same time, schools not only faced insufficient cultural stimulation, high teacher turnover rate, and limited innovation management of schools. Therefore, knowledge leadership was key factors for school innovation management. Besides it and school innovation management of the primary school principals were worth exploring in Penghu County. This study used questionnaires to collect data and analyze the impact of knowledge leadership of primary school teachers in Penghu County primary school on school innovation management. In this study, 444 teachers from 30 schools were selected as the sample. The findings were as following: (1) The perception of teachers on principals' knowledge leadership was better. Especially felt that the principal was ＂encouraging school members for learning＂ best, however felt that the principal's integration of organizational knowledge resources was low. (2) Teachers perceived school principals to operate well in innovation, with curriculum innovation being the best, but administration innovation being low. (3) Penghu County elementary school teacher background and school background variables accounted for 4.3% to 17.9% of school management innovation, while principal knowledge leadership had about 35.2% to 69.2% explanation for school innovation management, showing that principal knowledge leadership is more important than background factors. (4) Teachers serve as administrators, seniority, school scale and gender of principal had an impact on knowledge leadership, that is, teachers serve as directors, with 11-20 teaching years, middle-scale schools, and male principal felt that the principal was better at knowledge leadership. (5) Teachers serve as administrators, seniority, and school location had an impact on school innovation, that is, teachers serve as directors, with less teaching years, teachers in remote areas and small-scale schools, and teachers felt that male principal was better at innovation and management. (6) Teachers felt that the principal's knowledge leadership was three times as powerful as the background factor in explaining innovation management. At the same time, the Principals' knowledge leadership and teachers' service years had a moderating effect on the school's innovation management.

並列關鍵字

knowledge leadership ； principal ； school innovation management ； moderating effect

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