臺北市公立國民中學校長知識領導、教師學術樂觀與學校創新經營關係之研究

本研究旨在瞭解當前臺北市國民中學教師知覺校長知識領導、教師學術樂觀與學校創新經營的現況。分析不同背景變項的臺北市國民中學教師之校長知識領導、教師學術樂觀與學校創新經營差異的情形，並探討教師知覺校長知識領導、教師學術樂觀與學校創新經營之關係以及最後探究教師知覺校長知識領導與教師學術樂觀對學校創新經營之預測力分析。本研究採用問卷調查法，共計抽樣27所學校，發出530份問卷，回收523份，共有495份有效問卷，問卷有效率達94.64%。問卷調查結果以描述性統計、t檢定、變異數同質性分析、單因子變異數分析、皮爾森積差相關與多元逐步迴歸的統計方法加以分析與探討。本研究結果獲致結論如下：一、目前臺北市國民中學教師知覺校長知識領導為中高程度，以「充實領導知能」之知覺程度最高，「激勵成員學習」之知覺程度最低。二、目前臺北市國民中學教師知覺教師學術樂觀為中高程度，以「效能感」之知覺程度最高，「信任學生與家長」之知覺程度最低。三、目前臺北市國民中學教師知覺學校創新經營為中高程度，以「教學課程與活動創新」之知覺程度最高，「行政管理與環境創新」之知覺程度最低。四、臺北市國民中學教師，因「性別」、「服務年資」、「現任職務」、「學校規模」與「學校歷史」之不同，在知覺校長知識領導有顯著差異。五、臺北市國民中學教師，因「服務年資」、「現任職務」、「學校規模」、「學校歷史」之不同，在知覺教師學術樂觀有顯著差異。六、臺北市國民中學教師，因「服務年資」、「學校規模」、「學校歷史」之不同，在知覺學校創新經營有顯著差異。七、臺北市國民中學教師知覺校長知識領導、教師學術樂觀與學校創新經營及其各分層面，彼此具有正相關的關係。八、臺北市國民中學教師知覺校長知識領導與教師學術樂觀對學校創新經營具有預測作用，以「教師學術樂觀」的預測力最佳。最後根據本研究結果，提出具體建議，以供教育行政機關、學校校長、學術相關研究及相關單位參考。

關鍵字

校長知識領導；教師學術樂觀；學校創新經營

並列摘要

The purpose of this study was to investigate the current development of Principals’ Knowledge Leadership, Teachers’ Academic Optimism and school innovation management of junior high school in new Taipei city. And to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict school innovation management through Principals’ Knowledge Leadership and Teachers’ Academic Optimism. Through the use of questionnaire survey method, data were collected from 27 junior high schools, distributing 530 questionnaires in total. Valid questionnaires of 495 were collected, with a usable rate of 94.64%. All data were analyzed by the methods of descriptive statistics, independent t-test, test of homogeneity of variance, one-way-ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1. Junior high school teacher’s perception of Principals’ Knowledge Leadership is above average, in which the item “enrich leadership knowledge” was the highest and “motivate members to learn” was the lowest. 2. Junior high school teacher’s perception of Teachers’ Academic Optimism is above average, in which the item “efficacy” was the highest and “trust students and parents” was the lowest. 3. Junior high school teacher’s perception of school innovation management is above average, in which the item “teaching curriculum and activity innovation” was the highest and “Administrative management and environment innovation” was the lowest. 4. There is significant difference in the junior high school teacher’s perception of Principals’ Knowledge Leadership in terms of gender, years of service, position, school size and school history. 5. There is significant difference in the junior high school teacher’s perception of Teachers’ Academic Optimism in terms of years of service, position, school size and school history.. 6. There is significant difference in the junior high school teacher’s perception of school innovation management in terms of years of service, school size and school history.. 7. There is a positive correlation among Principals’ Knowledge Leadership, Teachers’ Academic Optimism and school innovation management. 8. Principals’ Knowledge Leadership and Teachers’ Academic Optimism have a predictive effect on school innovation management.