國小校長翻轉領導、教師教學創新與學生學習表現關係之研究

A Study on the Relationships among Flipping Leadership, Teacher Teaching Innovation and Student Learning Achievement in Elementary Schools

翁暄睿(Hsuan-Jui Weng)

指導教授 ： 謝傳崇

國立清華大學/竹師教育學院/教育行政碩士在職專班/碩士(2018年)

摘要

國小校長翻轉領導與教師創新教學是學生學習表現高低之重要因素，本研究旨在瞭解國小校長翻轉領導、教師教學創新與學生學習表現的現況，並探討上述三者的相關情形。研究方法為文獻分析、問卷調查法及訪談法，研究對象為臺灣地區公立國民小學現職教師，以分層比例隨機抽樣方式，總計發出1038份問卷，回收率為86.3％；有效樣本共752份。問卷回收後分別以描述性統計、積差相關、相關分析、Bootstrap，以及結構方程模式等統計方法進行分析。研究結果發現國小校長翻轉領導現況達中高度知覺，其中以「建構有效學習內涵」表現最佳。教師教學創新現況達高度知覺，其中以「教學內容創新」表現最佳。學生學習表現現況達中高度知覺，其中以「學生學習行為表現」最佳。國小校長翻轉領導、教師教學創新與學生學習表現兩兩間呈現中度正相關；此外，國民小學校長翻轉領導、教師教學創新與學生學習表現之理論模式關係獲得支持，教師教學創新具有部份中介效果。本研究依據結論建議校長透過凝聚資訊教學共識，完善科技學習環境；建立健全教學獎勵制度，促進教師創新理念；豐富學校多元學習文化，提高學生課業學習意願；善用團隊與社群，激勵教師教學專業自主，進行課程創新實踐；並以翻轉領導，活化教師創新能量，有效提升學生學習表現。

關鍵字

校長領導 ； 翻轉領導 ； 教學創新 ； 學生學習表現

並列摘要

It is an important factor for the students learning achievement level that principal flipping leadership and teacher teaching innovation.The purpose of this research is to investigate the current status and interrelationship of principal flipping leadership, teacher teaching innovation and student learning achievement. The research methods included literature analysis, questionnaire survey and interview method. The survey subtects were public national primary school teachers in Taiwan. The study issued a total of 1038 questionnaires, with the return rate of 86.3%, among which there were 752 questionnaires valid. The data was analyzed by descriptive statistics, correlationanalysis, Bootstrap, structural equation modelling (SEM), and interview method. The results show that the current status of principal flipping leadership is high-mediate perception, especially with’ construct effective learning connotation’ is the best. The current status of teacher teaching innovation is high perception, especially with’ teaching context innovation’ is the best. The current status of student learning achievement is high-mediate perception, especially with’ student learning behavior’ is the best. There is a moderate positive correlation between the principal flipping leadership, teacher teaching innovation and student learning achievement. In addition, theoretical models is supported among principal flipping leadership, teacher teaching innovation and student learning achievement. Theoretical models is supported among principal flipping leadership, teacher teaching innovation and student learning achievement. Teacher teaching innovation has some intermediary effects. Based on the conclusions, it is suggested that principals should build consensus on information teaching; improve the technology learning environment; establish the teaching reward system, promote teachers' innovative ideas; enrich the school diversified learning culture; improve students' willingness to study; make use of team and community to incentive teachers teaching self-discipline, then conduct curriculum innovation practice. Besides, we use flipping leadership to activate teacher’s innovation energy and enhance student’s learning achievement.

並列關鍵字

principal leadership ； flipping leadership ； teaching innovation ； student learning achievement

參考文獻

史美奐(2004)。教師創新教學的類型與可能。課程與教學季刊，7(1)，1-14。

謝傳崇、王瓊滿(2011)。國民小學校長分佈式領導、教師組織公民行為對學生學習表現影響之研究。新竹教育大學教育學報，28(1)，35-66。

壹、中文部分

王政忠(2016)。我的草根翻轉：MAPS教學法。臺北市：親子天下。

王全興(2016)。翻轉理念在領導的運用。師友月刊，588，32-35。