臺北縣國民中小學校長課程領導理念與實踐之調查研究

潘教寧

指導教授 ： 吳清基

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2005年)

摘要

本研究旨在暸解台北縣國民中小學校長課程領導理念認知與實際實踐之研究，並比較其差異情形。
本研究以臺北縣國民中小學校長為研究對象，採文獻分析法、問卷調查法進行探究。參考改編自Hall之問卷為研究工具，問卷效度諮請13位學者專家提供修正意見，進行問卷調查，共計發出問卷281份，回收有效問卷209份，有效樣本回收率為74.37％。資料分析採平均數、標準差、t考驗、皮爾遜積差相關、單因子變異數分析、描述統計等統計方法。資料經統計分析，本研究獲致以下結論：
一、 課程領導理論包括課程理論與行政領導理論，具有其獨特的學術造型。
二、 透過哲學、心理學、行政學、政治學、社會學的學理分析，可以闡明課程領導的理念並建立課程領導的內涵。
三、國中小校長是學校的課程領導者，扮演著多樣的課程領導角色，擔負多元的課程領導責任。
四、國中小校長課程領導理念認知與實際實踐已建立共同的努力目標與自我要求。
五、臺北縣國中小校長在課程領導整體理念認知與實際實踐的自我期許程度相當高，其中女性校長對課程實施議題理念認知程度高於男性校長。
六、不同學校類別的校長在課程領導整體理念認知方面有顯著差異，其中國中校長在課程評鑑上的理念認知有待加強。
七、不同學校類別的校長在課程領導實踐方面的之「課程實施」與「課程評鑑」、「課程支援」方面的差異性達顯著。其中國中校長在「課程實施」和「課程支援」的實際實踐上有待加強。
八、臺北縣國中小校長課程領導理念認知與實際實踐一致性頗高。
根據上述的結論，本研究提出下列建議：
一、對校長的建議
（一）校長應加強正確評估情境的能力，瞭解學校課程領導現況與需求。
（二）校長不僅要重視ㄧ般行政的領導角色，更要重視學校本位課程領導的角色。
（三）校長應釐清教育工作本質，將時間優先運用在課程教學領導工作上。
（四）校長應致力於校內課程評鑑的制度與課程實施觀念之建立與落實。
（五）國中校長應適度加強課程實施、課程支援、課程評鑑的自我要求。
二、對教育行政機關的建議
（一）教育行政機關應加強辦理校長課程領導知能之研習活動。
（二）教育行政機關應賦予校長學校本位課程管理之權責。
（三）適度鬆綁法令，賦予學校組織結構多一點彈性空間。
（四）教育行政機關應鼓勵學校辦理自我課程評鑑工作。
三、對未來研究的建議
（一）研究對象
擴大研究對象，以更了解課程領導的概念與行為。
（二）研究方法
輔以更多樣的研究方法，俾能更深入了解校長課程領導的實施情形與影響因素。
（三）研究內容
後續研究校長課程領導的影響因素外，可針對課程領導行為的重要性加以探究。
（四）研究樣本
擴大研究樣本，提昇研究推論範圍。

關鍵字

課程領導 ； 課程領導角色 ； 校長課程領導 ； 國民中小學

並列摘要

The purpose of this study is to investigate the required curriculum leadership knowledge and its actual accomplishment by principals of elementary schools in Taipei County. Accordingly, the study also aims to ascertain the discrepancy between both of principals’ required knowledge and their actual accomplishment in curriculum leadership.
This research targets at elementary and junior high school principals in Taipei County. The statistical methodology in this study includes Documentary Analysis and Questionnaire. It employs a revised version of Jean M. Hall as the questionnaire. The questionnaire also revised by 13 experts to increase its validity. There are 281 copies of questionnaire issued; 209 collected as valid. The validity rate is 74.37%. The statistical methodology in this study includes Average, Standard Difference, T-test, Pearson Product-Moment Correlation, One-way ANOVA and Descriptive Statistics.
The major findings from statistical analyses are as follows:
1. The theory of curriculum leadership includes both curriculum and administrational leadership theories. It itself is unique.
2. By means of analyzing philosophy, psychology, administration, politics, and sociology, we can clarify the essence of curriculum leadership. Moreover, we make the essence more profound.
3. Elementary and junior high school principals are the pivots of curriculum leaderships. Principals play the multiple roles in it and they have great responsibility of it, too.
4. A tight agreement and self-demand are found between the accentuation of curriculum knowledge and the actual accomplishment by elementary and junior high school principals in Taipei County.
5. There is a high self-expectation between the accentuation of curriculum knowledge and the actual accomplishment by elementary and junior high school principals in Taipei County. Among principals, females’ required knowledge in operation of curriculum is higher than males’.
6. There is a substantial discrepancy of the curriculum leadership knowledge in principals of their schools types. Especially in junior high schools, principals need to enhance their curriculum evaluation knowledge.
7. There is a substantial discrepancy in accomplishing curriculum leadership with the aspects of” Curriculum Accomplishment”, “Curriculum Evaluation” and ”Curriculum Support” according to principals in term of their schools’ types.
8. There is a tight agreement between the accentuation of curriculum knowledge and the actual accomplishment by elementary and junior high school principals in Taipei County.
According to the analyses above, there are some suggestions as follows: first, the suggestions for principals:
1. Principals should improve themselves in evaluating situation precisely and correctly. They have to know very well about how is the schools’ curriculum working? Or what else is needed to enhance the curriculum?
2. Principals should focus on not only the role of administration leadership but also the role of school curriculum leadership itself.
3. Principals should ascertain the essence of educational work and make great use of time to put curriculum leadership in priority.
4. Principals should devote themselves to curriculum evaluation and curriculum accomplishment in their schools.
5. Principals of junior high schools should put much emphasis on curriculum accomplishment, curriculum support and curriculum evaluation on themselves.
Second, the suggestions for educational administration:
1. The educational authorities should work much on the conferences and activities in curriculum leadership for principals.
2. The educational administration should authorize principals to direct curriculum itself in their schools.
3. Make the law more flexible. Leave more spaces for schools’ construction.
4. The educational administration should take positive attitude toward the curriculum evaluation held by school itself.
Third, the suggestions for future research:
1. Whom to research: Do the research by more large popularity in order to realize concepts and behaviors in curriculum leadership.
2. How to research: Do the research with various of methodology to get profound understanding about curriculum leadership accomplishment and the causes.
3. What to research: Do the research not only on tracing causes of principal curriculum leadership but also focus on the importance of curriculum leadership behaviors.
4. Research samples: Do the research with more samples to widen research inferring range.

並列關鍵字

curriculum leadership ； curriculum leadership ； Principal curriculum leadership ； Principal curriculum leadership

參考文獻

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