國小教師知覺校長轉型課程領導與教師專業成長關係之研究-以北部四縣市為例

A Study of the Relationship between Principals’ Transformative Curriculum Leadership and Teachers’ Professional Growth ：An Example of Four Counties in Northern Taiwan

顏美如(Mei-Ju Yen)

指導教授 ： 樊愛群

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900738

摘要

本研究旨在探討北部四縣市國小教師知覺校長轉型課程領導與教師專業成長的現況，接著考驗不同背景變項之國小教師知覺校長轉型課程領導與教師專業成長是否有顯著差異，並分析校長轉型課程領導與教師專業成長之間的相關性以及校長轉型課程領導對教師專業成長之預測力。
本研究採問卷調查法，以自編之「國小校長轉型課程領導與教師專業成長調查問卷」為研究工具。研究對象以臺灣北部四縣市公立國小教師為主，共計抽取96所公立國小，826位教師作為研究樣本，實際有效樣本為679位，可用率為82﹪。問卷所得資料採用SPSS12.0 for Windows套裝軟體以平均數、標準差、t考驗、單因子變異數分析、積差相關以及多元迴歸分析等統計方法，進行資料處理。研究結果分述如下：
一、國小教師知覺校長轉型課程領導的現況屬中上程度。
二、國小教師知覺教師專業成長的現況屬中上程度。
三、不同性別、服務年資、現任職務與學校規模之國小教師對校長轉型課程領導的知覺有顯著差異。
四、任教年資與不同所屬縣市之國小教師對教師專業成長的知覺有顯著差異。
五、國小校長轉型課程領導與教師專業成長具有顯著正相關。
六、國小校長轉型課程領導中以「推動轉型教學」對具教師專業成長最具預測效果。
依據以上研究結果提出具體建議，對教育行政機關、學校以及未來研究者之參考。

關鍵字

校長轉型課程領導 ； 教師專業成長

並列摘要

The purpose of this study is to explore the relationship between elementary school principals’ transformative curriculum leadership and teachers’ professional growth. First, we acknowledge the present condition of the teachers’ perception of elementary school principals’ transformative curriculum leadership & teachers’ professional growth. Second, we study the differences existing in the teachers with different background variables about elementary school principals’ transformative curriculum leadership and teachers’ professional growth. Third, we analyze the relationship between elementary school principals’ transformative curriculum leadership and teachers’ professional growth and study the prediction ability of elementary school principals’ transformative curriculum leadership influencing teachers’ professional growth.
The research is executed by a questionnaire survey. “The Elementary School Principals’ Transformative Curriculum Leadership & Teachers’ Professional Growth Questionnaire” is designed to collect data. The school teachers of Four Counties in Northern Taiwan are the objects of this study. There are total 826 teachers from 96 public elementary schools which are taken as samples of this study and 679 teachers ie 82% of the sampling are considered valid. With the application of software of SPSS12.0 for Windows, the sampling is analyzed with average, standard deviation, t-test, One-way ANOVA, Pearson correlation analysis and Multiple stepwise regression.
The research draws the following conclusions:
1. The elementary school teachers scored above average in principals’ transformative curriculum leadership.
2. The elementary school teachers scored above average in teachers’ professional growth.
3. The elementary school teachers with different background variables of ”Gender”,
”Years of Service”, ”Position” and ”School Size” significantly differ in principals’ transformative curriculum leadership.
4. The elementary school teachers with different background variables of ”Years of Service”, ”Position” and ”Teachers of Different Counties” are significantly differ in teachers’ professional growth.
5. There is a significant positive correlation between principals’ transformative curriculum leadership and teachers’ professional growth.
6. Among those servant leadership factors, the factor ”implementation of reforming
teaching” is the most predictable to teachers’ professional growth .

Finally, based on the conclusions above the suggestions proposed by the author can be used for future reference for educational administration institutes, schools and researchers.

並列關鍵字

principals’ transformative curriculum leadership ； teachers’ professional growth

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