新北市國民小學教務主任課程領導和教師教學效能關係之研究

本研究旨在探討新北市國民小學教務主任課程領導和教師教學效能之關係，首先分析課程領導和教師教學效能之理論基礎及其相關研究；其次，探討新北市國民小學教務主任課程領導和教師教學效能之現況、差異情形、關係，及教務主任課程領導對教師教學效能的預測力分析；最後，綜合文獻探討與調查研究結果，提出具體建議，供教育主管行政機關、國民小學教育人員及後續研究者參考。本研究所採用的方法主要為問卷調查法，根據相關文獻編擬「新北市國民小學教務主任課程領導問卷」初稿，以及陳木金教授同意授權使用「國民小學教師教學效能量表」，經專家效度考驗後進行預試，依預試結果編製「新北市國民小學教務主任課程領導與教師教學效能問卷」，以分層隨機抽樣方式抽取新北市33所國民小學 407位教師為樣本，有效樣本數324人，有效率為80%，並使用SPSS22.0 for Windows 統計套裝軟體為資料分析工具，描述統計、t考驗、單因子變異數分析、皮爾遜績差相關、多元逐步回歸分析等方法進行分析。本研究重要發現為：一、新北市國民小學教師均肯定教務主任課程領導表現，以提升教師專業發展知覺程度最高。二、新北市國民小學教師均肯定教師教學效能表現，以多元有效教學技術知覺程度最高。三、教師對教務主任課程領導會因性別、年資、學校規模的不同而有顯著差異。四、教師對教師教學效能會因性別、職務、服務年資、學校規模的不同而有顯著差異。五、教務主任課程領導與教師教學效能有中度正相關。六、新北市教務主任課程領導能有效預測教師教學效能，其中以「營造參與式組織文化」最具預測力。根據上述研究結論，本研究提出以下之建議：一、對教育行政機關之建議 (一)整合跨區域教育資源，減少教務主任課程領導壓力。 (二)舉辦課程領導培力研習，重視教務主任課程領導能力的培養和進修。 (三)提供課程領導的評鑑機制，協助教務主任維護學校課程品質。 (四)營造參與式組織文化，提升教務主任於大規模學校課程領導效能。二、對於國民小學教育人員之建議 (一)教務主任應重視課程領導。 (二)教務主任應整合學校教師評估課程發展、塑造學校共同願景。 (三)課程領導者應形塑參與式課程管理機制。 (四)學校執行課程導向為主的行政管理，並擴大參與層面三、對後續研究者之建議 (一)擴大研究對象之選取。 (二)調整研究方法。 (三)完善研究向度。

關鍵字

國民小學教務主任課程領導；教師教學效能關係

並列摘要

The purpose of this study was to (1)investigate the relationship between the level of curriculum leadership of academic directors and teachers’ teaching effectiveness in New Taipei City elementary schools and (2)assess if differences exist in teacher’s sense of curriculum leadership of academic directors and the level of their teachers’ teaching effectiveness based on selected teacher and school characteristics. Questionnaires assessing curriculum leadership of academic directors and teachers’ teaching effectiveness were completed by 324 elementary school teachers. Results of the study indicated that teacher’s sense of curriculum leadership of academic directors was significantly related to teachers’ teaching effectiveness.Secondly, overall most of the elementary school teachers in New Taipei City reported a strong sense of curriculum leadership of academic directors. The highest subscale means was teacher professional development. Most of the teachers also reported a high level of teachers’ teaching effectiveness.Thirdly, there were significant differences in teachers’ sense of curriculum leadership of academic directors based on gender, seniority, school size. Gender, position, length of service, and school size also played an important role in the level of teachers’ teaching effectiveness. Finally, curriculum leadership of academic directors was found to be a strong predictor of teachers’ teaching effectiveness. The study concluded with several suggestions for improving the level of elementary school teachers’ curriculum leadership of academic directors and teachers’ teaching effectiveness.