國小校長弱勢教育信念、倡議領導與學校願景實踐關係之研究

A Study on the Relationships among the Elementary School Principals’ Beliefs on Disdavantaged Education, Advocacy Leadership and Their Practice of School Vision

陳意榕(Yi-Jung Chen)

指導教授 ： 鄭勝耀

國立中正大學/教育學院/教育學研究所/博士(2015年)

摘要

本研究旨在探討國民小學校長弱勢教育信念、倡議領導與學校願景實踐之關係。首先進行相關文獻的蒐集，將Anderson（2009）、Freire（1970）、Shields（2013）與Theoharis（2009）等人的論述加以整理、歸納，以作為研究架構之理論基礎，並採用「調查研究法」，以問卷調查方式進行資料的蒐集。研究者編製「國民小學校長弱勢教育信念、倡議領導與學校願景問卷」，作為研究工具（α係數分別為.838、.923、.913），以二階段抽樣方式，選取全臺400位國小校長為施測對象，問卷回收之後，隨即進行統計分析及考驗。剔除無效問卷後，合計有效問卷294份，正式問卷可用率為73.5%。正式問卷回收之後，分別以描述性統計、獨立樣本t考驗、典型相關分析、結構方程模式統計方法對回收資料進行分析。 本研究獲致結論如下： 一、國小校長對整體國小校長弱勢教育信念的整體構面知覺屬中上良好程度，其中以全球意識的知覺最高，意識覺醒的知覺則略顯為低。 二、國小校長對整體倡議領導的整體構面知覺以真誠領導、政治領導的知覺最高，民主領導及行動領導則相對較低。 三、國小校長對於學校願景實踐的整體構面知覺以厚植變革能力知覺最高，持續變革動能、改善學生成就相較為低。 四、不同「原生族群」之國小校長在「整體弱勢教育信念」構面上知覺達顯 　　著差異且以客家族群認知程度較高。 五、國小校長弱勢教育信念、倡議領導與學校願景彼此間有顯著相關。 六、曾修習「不同多元文化課程」之國小校長在「倡議領導整體表現」的知 覺上有顯著差異。 七、國小校長弱勢教育信念透過倡議領導提升學校願景實踐結構模式之適配性，部分獲得證實。 簡言之，研究者將統計分析結果彙整成為上述七項結論，並將該研究結論，提供未來相關研究之參考。 關鍵字：國小校長、弱勢教育信念、倡議領導、學校願景實踐。

關鍵字

倡議領導 ； 弱勢教育信念 ； 國小校長 ； 學校願景實踐

並列摘要

A Study on the Relationships among the Elementary School Principals’ Beliefs on Disdavantaged Education, Advocacy Leadership and Their Practice of School Vision

Abstract

The study aimed to explore the relationships among the elementary school principals’ beliefs on disadvantaged education, advocacy leadership, and their practice of school vision. First of all, the researcher collected related literature. Then, she attempted to reorganize the discourse of Shields (2013) and Theoharis (2009), and used them as the basic research structure of the study. The study adopts the survey method with the administrating of the questionnaires (Cronbach's alpha is .838, .923, .913 seperately) and the sample was drawn in two phases. 400 elementary school principals were selected as the research subject and statistics analysis was conducted immediately after the questionnaires were responded and sent back. After eliminating the invalid questionnaires, 294 copies of questionnaires are valid and the valid response rate of 73.5%. After collecting the questionnaires, the researcher employed the Descriptive Statistics, Independent-Sample T Test, ANOVA, SEM as the statistic methods to analyze the data.
Finally, seven conclusions were made as follows. Firstly, the elmementary school principals’ perceptions of the Whole Dimension to the Elementary School Principals’ Beliefs on Disadvantaged Education was above the inmediate level. Among all, their perceptions on the sub-dimension of Global Awaress was the highest, the perceptions on conscientization hit the lowest. Secondly, The elementary school principals’ perceptions of the Advocacy Leadership as a whole reached the highest at the sub- dimension of Authentic Leadership and that of Political Leadership. Contrarily, their perceptions of the sub-dimension of Democratic Leadership and Leadership in Action were relatively lower than the former. Thirdly, the elementary school principals’ perceptions of the Practice as a whole reached the highest at the sub- dimension of Foster the abilities for School Change. In comparison, their perceptions of the sub-dimension of Sustaining the Motivation for School Change and Improve Students’ Achievements were relatively lower than the former. Fourthly, the elementary school principals’ perceptions of the Whole Dimension to the Practice of School Vision revealed significant differences because of their different original ethnic groups. Hakka group scored the highest among all. Fifthly, three dimensions are significantly related. Sixthly, the elementary school principals’ peceptions on taking different multiculture courses showed significant differences on the outcomes of the Whole Dimension to Advocacy Leadership. Seventhly, a good fit of SEM model existed among the elmementary school principals’ perceptions of the Elementary School Principals’ Beliefs on Disadvantaged Education, Advocacy Leadership and the Practice of School Vision was partially verified.

Keywords: the elementary school principals, beliefs on disadvantaged education, the
practice of school vision.

並列關鍵字

the practice of school vision ； beliefs on disadvantaged education ； the elementary school principals

參考文獻

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