國中校長課程領導對學校效能之影響-以教師領導為中介變項

本研究旨在探究國中校長課程領導、教師領導與學校效能關係研究，了解其現況、差異情形、相關、預測力與模式適配度情形。本研究採用問卷調查法，參考國內外相關文獻，建立本研究之理論架構，經專家效度和預試問卷後，形成「校長課程領導、教師領導與學校效能研究調查問卷」，依分層抽樣，將全臺分為北、中、南、東四區，再依學校規模抽取共80所學校，發出1000份問卷，有效問卷706份，有效回收率70.6%，資料採用SPSS與AMOS統計軟體進行統計分析，以平均數和標準差了解變項的現況、以t考驗及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，以多元線性迴歸探討自變項對依變項之預測力，再以結構方程模式驗証各變項間之適配度情形，依據統計結果，歸納研究發現，並作成以下結論；國民中學教師知覺校長課程領導、教師領導與學校效能現況屬於中高程度；不同背景變項下的差異情形包括男性教師知覺校長課程領導、教師領導與學校效能較女性教師高；年資低於5年的教師知覺校長進行課程檢核的得分高於5年以上的教師，而年資超過16年以上的教師知覺親師互動得分高於6-15年的教師，教師兼任行政工作知覺校長課程領導、教師領導與學校效能得分高於未兼行政工作之導師或專任教師；校長在該校服務5年以上之教師對於校長課程領導、教師領導與學校效能有較高的知覺。校長課程領導、教師領導與學校效能互為高度正相關，在預測力方面，校長課程領導中的進行課程檢核對教師領導最具預測力，此外，校長課程領導與教師領導對於學校效能皆有顯著預測力。校長課程領導、教師領導與學校效能之徑路關係模式，整體模型具有良好的適配度，同時，運用結構方程模式之拔靴法發現校長課程領導透過教師領導，對於學校效能具有中介效果。根據本研究結果，建議教育行政機關強化校長課程領導力、訂定課程檢核機制，推動校長專業學習社群、訂定教師兼任行政工作獎勵機制；建議國中校長善用領導理論新思維，鼓勵教師組織學習社群、擔任課程教學的示範者；建議國中女教師勇於擔任學校各項職務，同時教師們致力班級經營，有助提升學校效能，其餘針對未來研究者則建議可從研究對象、研究方法及研究構面進行後續探討。

關鍵字

課程領導；教師領導；學校效能

並列摘要

This study aimed to investigate the realationship among three variables in a junior high school setting, which were principals’ curriculum leadership, teachers’ leadership, and school effectiveness. Therefore, this research explored into the status quo, the differences, correlation, predictive power, and model fit of these variables. The study methodology of this study was using a survey, which included a questionnaire prepared based on the theoretical framework of this study established on a substantial body of research. The design of the questionnaire was complete after solid tests, such as expert validity test and field pretest. The multi-sampling method was employed for data collection. The junior high schools in Taiwan were divided into four groups: those in the north, in the central area, in the south, and in the east. 80 schools were selected according to school size. A total of 706 valid questionnaires out of the 1000 distributed were recovered. Then, statistical analysis was conducted in SPSS and AMOS. The averages and standard deviations showed the status quo of the variables. The t-test and ANOVA were conducted to assess the potential differences among the variables. The product moment correlation test was carried out to assess the correlation between the variables. The multiple linear regression was employed to assess how well the independent variables may predict the magnitude of the dependent variable. Finally, a structural equation model was utilized to test the fitness of all the variables. The study findings were as follows: Principals’ leadership, teachers’ leadership, and school effectiveness were all at the high-intermediate level. The male teachers showed a higher level of perception of principals’ leadership, teachers’ leadership, and school effectiveness than the female teachers. The teachers with different lengths of service showed different levels of perception of pincipals’ leadership, teachers’ leadership, and school effectiveness. The teachers in administrative positions had a higher level of perception of principals’ leadership, teachers’ leadership, and school effectiveness than those not in such positions. The teachers whose principal had served more than five years in their schools showed a higher level of perception of principals’ leadership, teachers’ leadership, and school effectiveness than those whose principal had not served for five years. Principals’ curriculum leadership showed a high positive correlation with teachers’ leadership and school effectiveness. The curriculum review and evaluation, a factor in the principal’s curriculum leadership, was the most powerful one in predicting the magnitude of teachers’ leadership. In addition, both principals’ curriculum leadership and teachers’ leadership had significant predictive power on school effectiveness. Principals’ curriculum leadership, teachers’ leadership, and school effectiveness showed good fitness in the path model and overall model. In terms of principals’ leadership, teachers’ leadership played a mediating effect on school effectiveness. Based on the aforementioned results, some recommendations were made for education administration authorities, junior high school principals, junior high school teachers at the end of the paper. Suggestions for future research were also offered.

並列關鍵字

curriculum leadership ； school effectiveness

參考文獻

Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.

參考文獻