國民小學校長教學領導、教師工作投入與教學創新關係之研究

本研究主要為探討國民小學之校長教學領導、教師工作投入與教學創新之關係，目的為研究並瞭解國民小學校長教學領導、教師工作投入與教學創新之實際現況，並研究三者之間的關聯。本研究主要透過文獻分析，採用問卷調查之方法，問卷實施以國民小學教師為主要調查對象，共發出540份問卷，經統計其回收率72.41%，有效問卷總共有352份。問卷回收之後進行資料整理以描述統計及結構方程式模組進行資料研究與分析。根據研究之分析結果顯示，可歸納獲得以下之結論：一、國民小學教師對校長教學領導現況普遍具備中高度知覺，以「規劃教學環境」知覺最高，以「發展課程設計」知覺稍低；二、國民小學之教師對教師工作投入之現況具中高度知覺，以「提升專業知能」知覺最高，且以「高度自我要求」知覺略低；三、國民小學教師對教學創新之現況具中高度知覺，以「多元教學評量」知覺最高，且以「參與觀摩競賽」知覺較低；四、「校長教學領導教師工作投入教學創新」理論模型成立；五、校長教學領導透過教師工作投入影響教學創新，教師工作投入具有可解釋之中介效果。因此，本研究根據其研究之結果可以提出以下相關建議：一、關注師生教學規劃，領導學校發展課程；二、建立團隊合作關係，增強教師工作熱忱；三、設置競賽表揚機制，鼓勵師生參與競賽；四、蒐集教學歷程回饋，規劃教學發展藍圖；五、加強教師工作投入，中介循環教學創新。

關鍵字

校長教學領導；教師工作投入；教學創新

並列摘要

This study was designed to investigate the relationships of primary school principal teaching leadership, job involvement of teachers and instructional innovations. This study aims to investigate the current status and interrelationship of primary school principal teaching leadership, job involvement of teachers and instructional innovations. Through literature analysis,questionnaire survey was used as the primary research method in this study. Questionnaires pertaining to the above three variables were administered to a sample of teachers from selected primary schools. There were 352 returned questionnaires with valid responses from 540 questionnaires and the return rate of 72.41%. The researcher conducted descriptive statistics and structural equation modelling (SEM) for data analysis. Based on the analysis of the results, the following conclusions: 1. Teachers of primary school have a high degree of awareness of the current status of the principal's teaching leadership, with the highest "planning teaching environment" and the lower " development curriculum design". 2. Teachers of primary school have a high degree of awareness of the current situation of teachers' work commitments; the highest level of "promoting professional knowledge"and the lower level of " highly self-required ". 3. Teachers of primary school have a high degree of awareness of the current state of instructional innovations; the highest in " multiple teaching assessment " and the lower in" participate in the competition". 4. The theoretical model of " Principal Teaching LeadershipJob Involvement of Teachers  Instructional Innovations" was established. 5. The teaching leadership of principals influences instructional innovations through the job involvement of teachers, and the job involvement of teachers has an intermediary effect. Then, the suggestions given by this study according to the research results are listed as below: 1. Pay attention to teacher and student teaching plan, leadership school development curriculum. 2. Establish a team relationship, improve the enthusiasm of teachers. 3. Set the praised mechanism of competition, encourage teachers and students to participate in the competition. 4. Collect teaching history feedback, planning teaching development blueprint. 5. Strengthen job involvement of teachers, intermediary the cycle of teaching innovation.