國民中學校長正向領導、教師教學效能、與學生學習成效關係之研究

本研究旨在探討國民中學校長正向領導、教師教學效能、與學生學習成效之關係，以台灣地區公立國民中學的教師為研究對象。樣本抽取學校數86所，教師1,052人，共計回收有效問卷685份。資料採用SPSS與AMOS統計套裝軟體進行統計分析，以平均數和標準差來了解變項現況分布情形，以t考驗和單因子變異數分析各變項間的差異情形，以積差相關考驗各變項間的相關情形，最後則以結構方程模式(SEM)驗證各變項間之適配度情形。依據調查問卷之統計分析結果，歸納主要研究發現，並作成以下的結論：一、教師教學效能屬於高程度，校長正向領導與學生學習成效屬於中上程度。二、不同性別、不同年齡、不同教學年資、不同職務、不同學校規模以及不同學校區域之國民中學教師在整體校長正向領導上達顯著差異。三、不同學歷與不同學校位置之國民中學教師在整體校長正向領導上沒有顯著差異。四、不同年齡、不同學歷、不同職務以及不同學校區域之國民中學教師在整體教師教學效能上達顯著差異。五、不同性別、不同教學年資、不同學校位置以及不同學校規模之國民中學教師在整體教師教學效能上沒有顯著差異。六、不同年齡、不同學歷、不同教學年資、不同職務以及不同學校位置之國民中學教師在整體學生學習成效上達顯著差異。七、不同性別、不同學校規模以及不同學校區域之國民中學教師在整體學生學習成效上沒有顯著差異。八、國民中學校長正向領導、教師教學效能與教師教學效能均有顯著正相關。九、校長正向領導對教師教學效能、學生學習成效有顯著正向影響效果。十、教師教學效能對學生學習成效有顯著正向影響效果。十一、校長正向領導透過教師教學效能對學生學習成效有直接及間接的影響效果。根據上述的研究發現，提出相關建議，以供國民中學校長、教師以及教育行政機關、以及後續研究參考。

關鍵字

正向領導；教學效能；學習成效

並列摘要

The purpose of the study was to explore the relationships among principal positive leadership, teaching effectiveness of teachers and learning effectiveness of students in Junior High Schools. The subjects were teachers in 86 public junior high schools in Taiwan. Of the 1,052 questionnaires distributed to the teachers, 685 effective questionnaires were collected. The data was statistically analyzed via the packaged software, SPSS, and AMOS. In this study, means and standard derivations are used to understand the distribution of the variables. T-test and one-way ANOVA are applied to compare the differences of the variables. Pearson product-moment correlation is taken to measure the correlations among the variables. At last, structural equation modeling (SEM) is used to examine the model fit of the variables. Based on the statistical analysis of the questionnaires, the study findings are induced as follows: 1. Teaching effectiveness of teachers reached a high level, but Principal positive leadership and learning effectiveness of students were in the high–intermediate level. 2.Junior high school teachers of different genders,different age,different teaching years,different posts,different school regions and different size of schools have significant difference in overall principal positive leadership. 3. Junior high school teachers of educational degrees and different locations of schools have no significant difference in overall principal positive leadership. 4.Junior high school teachers of different age 、educational degrees different posts and different regions of school have significant difference in overall teaching effectiveness of teachers. 5. Junior high school teachers of different genders,different teaching years,different locations of schools and different size of schools have no significant difference in overall teaching effectiveness of teachers. 6.Junior high school teachers of different age,educational degrees,different teaching years different posts and different locations of schools have significant difference in overall learning effectiveness of students. 7. Junior high school teachers of different genders,different size of schools and different school regions have no significant difference in overall learning effectiveness of students. 8. There was high correlation among principal positive leadership, teaching effectiveness of teachers and learning effectiveness of students in junior high schools. 9. Principal positive leadership has a significant positive effect on teaching effectiveness of teachers and learning effectiveness of students. 10. Teaching effectiveness of teachers has a significant positive effect on learning effectiveness of students. 11. Principal positive leadership has a direct and indirect effect on learning effectiveness of students through teaching effectiveness of teachers. Based on the findings, the study proposed specific suggestions for principal、teachers in junior high schools, educational authorities, and future research. Keywords: positive leadership, teachering effectiveness, learning effectiveness.