新北市公立國民中學校長知識領導、教師學術樂觀與教師教學效能關係之研究

本研究旨在瞭解當前新北市國民中學教師知覺校長知識領導、教師學術樂觀與教師教學效能的現況。分析不同背景變項的新北市國民中學教師之校長知識領導、教師學術樂觀與教師教學效能差異的情形，並探討教師知覺校長知識領導、教師學術樂觀與教師教學效能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教師教學效能之預測力分析。本研究採用問卷調查法，共計抽樣37所學校，發出555份問卷，回收504份，共有421份有效問卷，問卷有效率達84%。問卷調查結果以描述性統計、t檢定、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、目前新北市國民中學教師知覺校長知識領導為中高程度，以「促進合作分享」之知覺程度最高，「激勵成員學習」之知覺程度最低。二、目前新北市國民中學教師知覺教師學術樂觀為中高程度，以「教師效能」之知覺程度最高，「學術強調」之知覺程度最低。三、目前新北市國民中學教師知覺教師教學效能為中高程度，以「良好學習氣氛」之知覺程度最高，「多元教學策略」之知覺程度最低。四、新北市國民中學教師，因「年齡」、「服務年資」與「學校規模」之不同，在知覺校長知識領導有顯著差異。五、新北市國民中學教師，因「年齡」之不同，在知覺教師學術樂觀有顯著差異。六、新北市國民中學教師，因「學校規模」之不同，在知覺教師教學效能有顯著差異。七、新北市國民中學教師知覺校長知識領導、教師學術樂觀與教師教學效能及其各分層面，彼此具有正相關的關係。八、新北市國民中學教師知覺校長知識領導與教師學術樂觀對教師教學效能具有預測作用，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、學校校長與教師、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；教師教學效能

並列摘要

The purpose of this study was to investigate the current development of Principals’ Knowledge Leadership, Teachers’ Academic Optimism and Teachers’ Teaching Efficiency 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 Teachers’ Teaching Efficiency through Principals’ Knowledge Leadership and Teachers’ Academic Optimism. Through the use of questionnaire survey method, data were collected from 37 junior high schools, distributing 555 questionnaires in total. Valid questionnaires of 421 were collected, with a usable rate of 84%. All data were analyzed by the methods of descriptive statistics, independent t-test, 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 “promote cooperation and sharing” 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 “teachers’ effectiveness” was the highest and “academic emphasis” was the lowest. 3. Junior high school teacher’s perception of Teachers’ Teaching Efficiency is above average, in which the item “great learning atmosphere” was the highest and “multiple teaching strategies” was the lowest. 4. There is significant difference in the junior high school teacher’s perception of Principals’ Knowledge Leadership in terms of ages, years of service and school size. 5. There is significant difference in the junior high school teacher’s perception of Teachers’ Academic Optimism in terms of age. 6. There is significant difference in the junior high school teacher’s perception of Teachers’ Teaching Efficiency in terms of school size. 7. There is a positive correlation among Principals’ Knowledge Leadership, Teachers’ Academic Optimism and Teachers’ Teaching Efficiency. 8. Principals’ Knowledge Leadership and Teachers’ Academic Optimism have a predictive effect on Teachers’ Teaching Efficiency. Lastly, based on the results of this study, specific suggestions are put forward for the reference of educational administrative authority, school principals and teachers, further related academic research and other agencies concerned.

並列關鍵字

Principals’ Knowledge Leadership ； Teachers’ Academic Optimism ； Teachers’ Teaching Effectiveness

參考文獻

王如哲（2000）。知識管理與學校教育革新。教育研究集刊，45，35-55。

謝傳崇（2014）。國民小學校長正向領導對教師學術樂觀影響之研究－以學校創新文化為中介變項。學校行政，91，33-56。

謝傳崇、蕭輝勳（2011）。國民中小學校長知識領導與學校創新經營效能關係之研究。中等教育，62(1)，50-70。

康燕玉（2011）。臺北市國民小學校長知識領導與教師專業發展之研究（未出版之碩士論文）。國立政治大學，臺北市。

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.

主題瀏覽