國民小學校長學習領導、學校組織學習與教師教學效能關係之研究

本研究旨在探討國民小學校長學習領導、學校組織學習與教師教學效能之關係，並依據研究結果提出建議。首先，進行文獻探討，建立研究架構與工具。其次，以桃竹三縣市公立國民小學教師為研究對象，透過取樣進行問卷調查，總計有效樣本為724份，分別以描述統計、t考驗、變異數分析、相關分析、多元逐步迴歸分析以及結構方程模式等統計方法加以分析。依據研究結果之分析，本研究主要研究發現如下：（一）目前國民小學教師知覺校長學習領導、學校組織學習與教師教學效能的程度良好。（二）教師知覺校長學習領導的程度，在年齡、最高學歷、服務年資、現任職務與學校規模等背景變項，具有顯著差異。以年齡51歲以上、學士學歷、服務年資5年以下及16年以上、擔任職務為兼主任或科任教師、學校規模12班以下之教師，知覺校長學習領導的程度較高。（三）教師知覺學校組織學習的程度，在服務年資、現任職務與學校所在地等背景變項，具有顯著差異。以服務年資5年以下、擔任職務為兼主任或科任教師、學校所在地為桃園市之教師，知覺學校組織學習的程度較高。（四）教師知覺教師教學效能的程度，在服務年資與學校所在地等背景變項，具有顯著差異。以服務年資16年以上、學校所在地為桃園市之教師，知覺教師教學效能的程度較高。（五）校長學習領導、學校組織學習與教師教學效能三者之間，具有正向關聯。（六）學校組織學習對教師教學效能的預測力，高於校長學習領導對教師教學效能的預測力。（七）校長學習領導透過學校組織學習的中介效果，正向影響教師教學效能。最後，根據研究結果提出相關建議，提供實務應用與未來研究之參考。

關鍵字

校長學習領導；學校組織學習；教師教學效能

並列摘要

The purpose of the study is to analyze the relationship among principal’s leadership for learning, school organizational learning and teacher’s teaching effectiveness. The research methods included literature review and questionnaire survey. The data was collected from 724 teachers of elementary schools in Taoyuan City, Hsinchu City, and Hsinchu County. The data was analyzed with descriptive statistics, t-test, one-way ANOVA, correlation, multiple regressions and structural equation modeling. The conclusions are as follows: 1. The elementary school teachers’ perception of the principal’s leadership for learning, school organizational learning and teacher’s teaching effectiveness is positive. 2. The elementary school teachers of different age, in-service years, current position, school size show significant differences on teachers’ perception of principal’s leadership for learning. Teachers who are older than 51, bachelors, 5 to 16 serving years, as the chief of department or teaching in a school less than 12 classes were with higher degree of principal’s leadership for learning. 3. The elementary school teachers of different in-service years, current position, or school location show significant differences on school organizational learning. Teachers who are less than 5 serving years, as the chief of department and serve in Taoyuan City were with higher degree of school organizational learning. 4. The elementary school teachers of different in-service years and school location show significant differences on teacher’s teaching effectiveness. Teachers who are more than 16 serving years and serve in Taoyuan City were with higher degree of teacher’s teaching effectiveness. 5. There are positive correlations among principal’s leadership for learning, school organizational learning and teacher’s teaching effectiveness. 6. The indicator for school organizational learning and teacher’s teaching effectiveness is stronger than that for principal’s leadership for learning. 7. The principal’s leadership for learning has positive effect on teacher’s teaching effectiveness through the mediation effect of school organizational learning. Finally, based on the findings and conclusions given above, some suggestions are provided for practical applications and future research.