臺北市國民小學校長空間領導、教育設施品質與學校效能關係之研究

本研究旨在瞭解臺北市國民小學校長空間領導、教育設施品質與學校效能之現況，分析不同背景變項之教師在校長空間領導、教育設施品質與學校效能之差異情形，探討校長空間領導、教育設施品質與學校效能之相關情形，探究校長空間領導與教育設施品質對學校效能之預測力，並建構此三變項之結構方程模式及驗證教育設施品質之中介效果。本研究採用問卷調查法，所採用之校長空間領導、教育設施品質與學校效能問卷具有良好的信度與效度，共計抽樣100所臺北市國民小學，發出1000份問卷，回收858份，有效問卷共831份，可用率達96.9％。資料處理以描述性統計、ｔ檢定、變異數同質性分析、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析及結構方程模型之統計方法加以分析與探討。本研究獲致結論如下：一、臺北市國民小學教師對校長空間領導知覺現況達中高程度，在「融入課程教學」層面表現最佳。二、臺北市國民小學教師對教育設施品質知覺現況達中高程度，在「近便的空間機能」層面表現最佳。三、臺北市國民小學教師對學校效能知覺現況達中高程度，在「社區認同」層面表現最佳。四、臺北市國民小學教師知覺校長空間領導程度，因「服務年資」、「學校規模」之不同而有顯著差異。五、臺北市國民小學教師知覺教育設施品質程度，因「年齡」、「服務年資」、「學校規模」之不同而有顯著差異。六、臺北市國民小學教師知覺學校效能程度，因「現任職務」、「學校規模」之不同而有顯著差異。七、臺北市國民小學校長空間領導、教育設施品質與學校效能三者間具有正向關聯。八、臺北市國民小學校長空間領導與教育設施品質對學校效能具有預測力。九、臺北市國民小學校長空間領導、教育設施品質與學校效能之結構方程模型適配度良好。十、臺北市國民小學校長空間領導透過教育設施品質間接影響學校效能，且具部分中介效果。最後，根據本研究結果，提出具體建議如下，以供教育行政人員與未來相關研究之參考：一、校長宜積極爭取教育設施相關補助，發揮校長空間領導與教育設施對學校效能之影響力二、校長應強化擬定空間領導政策與策略之能力，實施空間領導時宜增加師生參與規劃學校空間的機會，以提升校園認同感三、學校應以校園整體規劃之思維改善教育設施品質，並妥善維護教育設施，優化教學設備與學習環境四、學校辦學之施政要點宜聚焦行政領導與學生學習層面，並建立目標考核追蹤機制，以提升學校效能五、教育主管機關應依據學校規模調整合理的經費比例配置，以利校長掌握校內外資源，促進推動空間領導效能六、本研究之校長空間領導、教育設施品質與學校效能之結構方程模型可供教育主管機關與學校政策分析檢證之用

關鍵字

校長空間領導；教育設施品質；學校效能

並列摘要

This study aims to investigate the current conditions of principal’s space leadership, the quality of educational facilities and school effectiveness of public elementary schools in Taipei city, and analyzes the different background variable of principal’s space leadership, the quality of educational facilities and school effectiveness. Moreover, it attempts to construct the structural relationships among the three main variables, and to verify the mediating effect of the quality of educational facilities. A questionnaire survey methodology was adopted and the questionnaire showed good reliability and validity. The data were collected from 100 elementary schools in Taipei city, and 858 questionnaires were distributed with 831 valid samples. The effective rate was 96.9%. The collected data was analyzed by the methods of descriptive statistics, independent t-test, test of homogeneity of variance, one-way-ANOVA, Pearson product-moment correlation, multiple stepwise regression analysis and SEM. The conclusions of this study are as follows: 1.The perception of principal’s space leadership scores above average by elementary school teachers in Taipei city, especially the performance in the dimension of “integrating curriculum and teaching into space”. 2.The perception of the quality of educational facilities scores above average by elementary school teachers in Taipei city, especially the performance in the dimension of “convenient space function”. 3.The perception of school effectiveness scores above average by elementary school teachers in Taipei city, especially the performance in the dimension of “community support”. 4.The perception of principals’ space leadership of elementary school teachers shows significant differences in terms of “the school size” and "the school size" in Taipei city. 5.In terms of “the age”, “the years of servic” and “the school size” of elementary school teachers show significant differences on the perception of the quality of educational facilities in Taipei city. 6.The perception of school effectiveness of elementary school teachers shows significant differences in terms of "the position" and "the school size" in Taipei city. 7.There is a positive correlation among principal’s space leadership, the quality of educational facilities and school effectiveness. 8.Principal’s space leadership and the quality of educational facilities have a predictive effect on school effectiveness. 9.The fit indexes in the structural equation modeling among principal’s space leadership, the quality of educational facilities and school effectiveness are assessed as positive. 10.Principal’s space leadership can affect school effectiveness through the quality of educational facilities indirectly. Accordingly, there is a partial mediating effect of the quality of educational facilities. According to the research findings, this study provides some suggestions for principals and researchers engaged in related research areas. 1.Principals should make an effort to seek findings on educational facilities and expand influence of the principal’s space leadership and educational facilities on school effectiveness. 2.Principals should improve the ability to formulate policies and strategies of space leadership. Besides, it’s important to let teachers and students participate in the planning of school space. 3.Schools should improve the quality of educational facilities based on the overall planning of the campus and keep facilities in good condition. 4.The key points of school management are administrative leadership and student learning. Schools could improve school effectiveness through the performance evaluation. 5.The educational competent authority must apply the funds properly according to the school scale, so that the principal can implement resource integration and promote the effectiveness of space leadership. 6.The structural equation modeling among principal’s space leadership, the quality of educational facilities and school effectiveness in this study can be used for the analysis and verification of educational policies.