國民小學校長分佈式領導、教師創新教學與 教師幸福感關係之研究:以桃園縣為例

A Study on Relationships among Elementary School Principals’ Distributed Leadership, Teachers’ Innovative Instruction and Teachers’ Well-Being: Taoyuan County as an Example

王惠萱(Hui-Xuan Wang)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00134

摘要

摘 要

本研究旨在探討桃園縣國民小學校長分佈式領導、教師創新教學與教師幸福感之現況，並分析不同背景變項之差異、相關、預測情形與中介效果。以桃園縣公立國民小學教師為研究母群，分層隨機抽取76所學校，共915位教師為研究樣本，以「國民小學校長分佈式領導問卷」、「國民小學教師創新教學問卷」與「國民小學教師幸福感問卷」為研究工具實施調查研究，問卷回收861份，有效問卷835份，可用率為96.9%。問卷回收以描述性統計、t-test、單因子變異數分析、皮爾森積差相關、典型相關、多元迴歸、階層多元迴歸與結構方程式等統計方法進行資料分析。
本研究結果歸納如下：
一、桃園縣國民小學校長分佈式領導各構面以「信任學校文化」最高，「清晰的願景目標」最低；教師創新教學各構面以「創新的教學內容」最高，「多元的教學評量」最低；教師幸福感各構面以「生活滿意」最高，「健康狀態」最低。
二、不同性別、年齡、擔任職務、子女個數與學校規模之教師，其校長分佈式領導知覺有所差異。
三、不同年齡、擔任職務、婚姻狀況與子女個數之教師，其教師創新教學看法有所不同。
四、不同性別、年齡、服務年資、擔任職務與婚姻狀況之教師，其教師幸福感知覺有所差異。
五、「校長分佈式領導」、「教師創新教學」與「教師幸福感」之間，呈顯著正相關。
六、教師創新教學量表中以「新穎的教學理念」對於整體教師幸福感最具預測效果。
七、「教師創新教學」對「校長分佈式領導」與「教師幸福感」具中介效果。
本研究依據上述結果，提出之建議如下：
一、對教育行政機關之建議：
將分佈式領導的相關課程與內涵加入校長甄試、儲訓、考核的歷程中；提供校長進修研習管道熟悉分佈式領導運作與精神。
二、對校長的建議：
運用時機與同仁進行溝通；訂立良好的職務輪調制度；正視多元領導者存在的事實；安排運動類相關研習。
三、對教師之建議：
主動從事進修增進教學知能；增進教師專業互助與對話。
四、對未來研究之建議：
(一)本研究僅針對桃園縣公立國民小學，可考慮將研究對象擴大，增加研究的廣度。
(二)未來可透過深度訪談、質性研究及進階統計方法，與量化結果做多面向的交互檢證。
(三)未來可增加專家效度的程序及研究工具的適切度，使研究結果更加縝密。

關鍵字

教師創新教學 ； 分佈式領導 ； 教師幸福感

並列摘要

Abstract

This study investigates the current situation, different background variables effecting, forecast and relationships of principals’ distributed leadership, teachers’ innovative instruction and teachers’ well-being of Taoyuan County. According to “principals’ distributed leadership, teachers’ innovative instruction and teachers’ well-being”, based in Taoyuan County using stratified random sampling of 915 teachers from 76 schools. Receiving back 835 valid ones after the elimination of 15 invalid ones. The valid response rate is 96.9%. All data collected were analyzed by the methods of descriptive statistics, independent -test, one-way ANOVA, Pearson correlation, canonical correlation and SEM etc. The conclusions are as follows:

1. The highest dimension of elementary school principals’ distributed leadership is “trust school culture”, the lowest dimension is “Clear prospect goal”; the highest dimension of teachers’ innovative instruction is “creative teaching content”, the lowest dimension is “diversification teaching assement ”; the highest dimension of teachers’ well-being is “satisfaction of life”, the lowest dimension is “state of health”.
2. Significant differences were found partly in the elementary school teachers’ perception of principals’ distributed leadership, given the consideration of teachers’ demographic variations: sex, age, administrative duties，children quantity and school scale.
3. Significant differences were found partly in the elementary school teachers’ perception of teachers’ innovative instruction,given the consideration of teachers’ demographic variations:, age, administrative duties，marriage state and children quantity.
4. Significant differences were found partly in the elementary school teachers’ perception of teachers’ well-being , given the consideration of teachers’ demographic variations: sex, age, administrative duties，and marriage state.
5. There is a high positive correlation from principals’ distributed leadership, teachers’ innovative instruction and teachers’ well-being.
6. The best forecasting of the dimensions of teachers’ well-being is “ creative teaching idea”.
7. Teachers’ innovative instruction is a moderate variable between some dimension of principals’ distributed leadership and teachers’ well-being.
According to the results above, offering suggests as follows:
1. To educational administrations:
During the principal selection, training certificates and inspection emphasize distributed leadership courses and content, meanwhile evaluation into the school; To provide some course about how distributed leadership works.
2. To principals:
Communicate with teachers in right time; set job rotation system; give teachers more chance to practice leadership; to increase communication with community persons.
3. To teachers:
Encourage teachers in graduate education and learning; increase teachers helping and talking to each other.
4. To future research:
（1） Expanding the researching area.
（2） Through the depth interviews, qualitative research and advanced statistical methods to quantify the results and do more dimensions test for interaction.
（3） Increase the process of experts’ validity and the relevance of researching tools, make the research results better.

並列關鍵字

distributed leadership ； teachers’ innovative instruction ； teachers’ well-being

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