新北市國中教師知覺校長轉型課程領導與學習共同體推動關係之研究

陳信宏

doi:10.6846/TKU.2014.00196

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新北市國中教師知覺校長轉型課程領導與學習共同體推動關係之研究

A Study on Relationship between Principals΄ Transformative Curriculum Leadership and Implementing Learning Community of Junior High Schools in New Taipei City

陳信宏 , Masters　　Advisor：薛雅慈　　

繁體中文 DOI： 10.6846/TKU.2014.00196

轉型課程領導；學習共同體； transformative curriculum leadership ； implementing learning community

Abstract │ Reference (107) │ Times Cited (4) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The purpose of this study is to explore the relationship between principals’transformative curriculum leadership and the implement of learning community.First,we acknowledge the  present condition of the teachers’ perception of principals’ transformative curriculum leadership and the implement of learning community. Second, we study the differences existing in the teachers with different background variables about principals’ transformative curriculum leadership and the implement of learning community. Third, we analyze the relationship between junior high school principals’ transformative curriculum leadership and the implement of learning community. Finally, study the prediction ability of high school principals’ transformative curriculum leadership and the implement of learning community.

This study methods were questionnaire and focus group interviews. In questionnaire aspect, the subjects are 191 teachers from 21 learning community pilot schools in New Taipei County. The collected data were analyzed through the methods of descriptive statistic,t-test, one-way ANOVA, Pearson’s correlation analysis and multiple regression analysis. In addition, interviews  had  selected two schools from 21 pilot schools according to statistical data of questionnaire. The study draws the following conclusions:

1.The degree of the teachers' perception of principals’ transformative curriculum leadership is at upper-middle level, especially of  “the innovation of teaching process” is at the highest level, “the interaction of parents and community” is at the lowest.
2.The degree of the teachers' perception of implementing learning community is at upper-middle level, especially of “the implementation of collaborative curriculum design” is at the highest level,“building vision of learning community” is at the lowest.
3.Compare the degree of the teachers' perception of principals’ transformative curriculum leadership, male teachers are higher than female teachers.
4.Compare the degree of the teachers' perception of implementing learning community, teachers participated in collaborative curriculum design for 3-5 times are higher than teachers participated in collaborative curriculum design for 0-2 times.
5.The relationship between principals' transformative curriculum leadership and the implement of learning community is obviously positive.
6.Among all dimensions of principals’ curriculum leadership, “the innovation of school  culture and organization”,“the interaction of parents and community”and“the innovation of  teaching process”are predictable to implementing learning community.

Reference ( 107 ) 〈TOP〉

丁琴芳（2008）。國民小學教師專業學習社群發展之研究（未出版之碩士論文）。國立台北教育大學，臺北市。
連結：
朱盈潔（2000）。Maxine Green的自由哲學思想及其在教育上的意義（未出版之碩士論文）。國立臺灣師範大學，臺北市。
連結：
吳清山、林天祐（2005）。教育新辭書。臺北市：高等教育。
連結：
李長燦（2003）。「可能發展區」概念的新詮釋及對幼兒教育的啟示。幼兒保育季刊，1，1-18。
連結：
林宛儀（2007）。Maxine Greene｢教師存在與專業｣觀點之研究（未出版之碩士論文）。慈濟大學，花蓮縣。
連結：

Times Cited (4) 〈TOP〉

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