國小教師績效責任領導影響學生學業樂觀之關係－以教師專業學習社群為中介變項

A Study on the Impact of Elementary School Teachers' Accountability Leadership on Students' Academic Optimism: Teachers' Professional Learning Community as the Mediating Variable

張文權(Wen-Chuan CHANG) ； 范熾文(Chih-Wen FAN)

《教育學報》 49卷1期 (2021/06) Pp. 73-95

摘要

本研究主要探討台灣國小教師績效責任領導、教師專業學習社群與學生學業樂觀間的關係。透過調查533位國小教師，以分析教師績效責任領導與教師專業學習社群對學生學業樂觀的直接影響，以及教師績效責任領導透過教師專業學習社群對學生學業樂觀的中介影響。經由相關分析和結構方程模式等統計方法，發現教師績效責任領導、教師專業學習社群與學生學業樂觀現況良好，三者有顯著正相關；教師績效責任領導、教師專業學習社群對學生學業樂觀有直接影響；教師績效責任領導亦會藉由教師專業學習社群對學生學業樂觀產生間接影響。本研究建議教師宜運用績效責任領導，促進教師專業學習社群，進而提升學生學業樂觀。

關鍵字

教師績效責任領導 ； 教師專業學習社群 ； 學生學業樂觀

並列摘要

This study aimed to explore the relationship among elementary school teachers' accountability leadership, teachers' professional learning community, and students' academic optimism in Taiwan. It investigated 533 elementary school teachers to analyze the direct effects of teachers' accountability leadership and teachers' professional learning community on students' academic optimism, and the mediating effect of teachers' accountability leadership on students' academic optimism through teachers' professional learning community. This study adopted statistical methods such as correlation analysis and structural equation modeling. Results showed that the current situations of teachers' accountability leadership, teachers' professional learning community and students' academic optimism are positive. Significantly positive correlations among them were found. Teachers' accountability leadership and teachers' professional learning community directly influenced students' academic optimism; teachers' accountability leadership indirectly influenced students' academic optimism through teachers' professional learning community. This study suggests that teachers should apply accountability leadership, enhance teachers' professional learning community, and further upgrade students' academic optimism.

並列關鍵字

teachers' accountability leadership ； teachers' professional learning community ； students' academic optimism

參考文獻

丁一顧（2014）。〈教師專業學習社群之調查研究：「關注學生學習成效」為焦點〉。《課程與教學季刊》，第 17 卷第 1 期，頁 209–232。doi: 10.6384/CIQ.201401_17(1).0008

林俊瑩、劉佩雲、高台茜（2015）。〈兼顧「學生學習成效」導向的大學教學評鑑量表發展與課程實施效率之評估〉。《課程與教學季刊》，第 18 卷第 8 期，頁 107–135。doi: 10.6384/CIQ.201510_18(4).0005

范熾文、莊千慧（2009）。〈國小教師績效責任信念、知識管理與班級經營效能關係之研究〉。《學校行政》，第 59 期，頁 113–136。doi: 10.6423/HHHC.200901.0113

康瀚文（2013）。〈學習領域召集人的教師領導與學生學習表現關係之探究〉。《教育研究與發展期刊》，第 9 卷第 1 期，頁 59–80。doi: 10.3966/181665042013030901003

張文權、范熾文（2018b）。〈國民小學教師績效責任領導量表之發展與運用〉。《課程與教學季刊》，第 21 卷第 2 期，頁 169–198。doi: 10.6384/CIQ.201804_21(2).0007