臺北市國小校長創新領導與教師專業學習社群關係之研究

A Study on the Relationship Between Principals' Innovative Leadership and Teachers' Professional Learning Community in Taipei City

黃建翔(Chien-Hsiang Huang) ； 石淑旻(Shu-Min Shih) ； 蔡明學(Ming-Hsueh Tsai)

《教育行政與評鑑學刊》 23期 (2018/06) Pp. 119-153

https://doi.org/10.6866/JEAE.201806_23.0004

摘要

本研究旨在探究臺北市國民小學校長創新領導與教師專業學習社群之現況，並探究兩者之間的關係情形，本調查施測對象為臺北市350名國小教師，研究工具為「國民小學校長創新領導與教師專業學習社群調查問卷」，資料採敘述性統計、變異數分析、Pearson積差相關、逐步多元迴歸以及結構方程模式進行分析。研究發現為：一、臺北市國民小學校長創新領導與教師專業學習社群表現良好。二、校長創新領導與教師專業學習社群間具有高度正相關。三、校長創新領導之「整合資源創新」、「營造創新情境」、「創新領導特質」行為對教師專業學習社群之預測力最佳。四、校長創新領導對教師專業學習社群具有高度顯著正向影響。最後，研究者依據研究結論提出相關建議，以作為校長創新領導與教師專業學習社群實務推動及未來研究之參考依據。

關鍵字

國民小學校長 ； 創新領導 ； 教師專業發展 ； 教師專業學習社群

並列摘要

This study aims to understand the current situation of principals' innovative leadership and teachers' professional learning community in Taipei City, as well as the connection between the two. This study employed the following survey: ＂Principals' Innovative Leadership and Teachers' Professional Learning Community Inventory,＂ with 350 elementary school teachers as participants. The results were analyzed by descriptive statistics, ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis and structural equation model (SEM). The main findings of this study are: 1. Current situation of principals' innovative leadership and teachers' professional learning community is in good condition; 2. The results showed an upper middle positive and significant correlation between principals' innovative leadership and teachers' professional learning community; 3. The ＂integration resources innovation,＂ ＂create innovative situation＂ and ＂innovative leadership traits＂ aspects were found to be the best predictors for teachers' professional learning community; 4. Principals' innovative leadership had positive and significant effects on teachers' professional learning community. Based on the findings, several suggestions for implementation and further study are proposed.

並列關鍵字

elementary school principal ； innovative leadership ； teachers' professional development ； teachers' professional learning community

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