校長科技領導、教師資訊素養及教師教學效能關係之研究：以桃園縣國小為例

A Study on the Relationship among Principals’Technology Leadership, Teachers’ Information Literacy and Teaching Efficacy: Elementary Schools in Taoyuan County as an Example

蔡明政(Ming-Cheng Tsai)

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(2014年)

https://doi.org/10.6840/cycu201400170

摘要

本研究旨在探討國民小學校長科技領導、教師資訊素養與教師教學效能之現況並瞭解三個變項彼此之間的因果關係。問卷調查以桃園縣公立國民小學教師為研究母群，分層隨機抽取66所學校，779位教師為研究樣本，以國小教師「校長科技領導問卷」、「教師資訊素養問卷」及「教師教學效能問卷」為研究工具實施調查；共回收731份問卷，去除無效問卷77份，得有效問卷654份，可用率為89.5%。資料處理上以描述性統計、t考驗、F考驗、積差相關、典型相關、多元迴歸、多元階層迴歸與結構方程式等方法進行相關資料分析。
本研究結果歸納如下：
一、桃園縣國民小學校長科技領導、教師資訊素養及教師教學效能之現況呈現中上程度。
二、不同性別及擔任職務教師，其校長科技領導知覺有所差異。
三、不同性別、教育程度及擔任職務之教師，其教師資訊素養看法有所不同。
四、不同教育程度、服務年資及擔任職務教師，其教師教學效能知覺有所差異。
五、「校長科技領導」、「教師資訊素養」與「教師教學效能」間，呈顯著正相關。
六、各層面中以「資訊倫理」對於整體教師教學效能最具預測效果。
七、「教師資訊素養」對「校長科技領導」與「教師教學效能」具中介效果。
依據上述結果，提出建議如下：
一、對教育行政機關之建議
建立校長科技領導指標，並將其納入校務評鑑當中；提供校長科技領導之進修研習課程；建立教師資訊素養指標，並列入教師評鑑之中。
二、對校長之建議
充實科技領導相關知能；安排教師研習提升資訊素養；建立良好的職務輪調制度。
三、對教師之建議
主動從事進修增進資訊素養，以強化教學效能；參與教學團隊，建立運用資訊科技進行知識分享的習慣。
四、對未來研究之建議
(一)本研究僅針對桃園縣公立國小，可將研究對象擴大，以增加研究廣度。
(二)未來可透過深度訪談或質性研究，與量化之結果進行交互檢證。

關鍵字

教學效能 ； 科技領導 ； 資訊素養

並列摘要

This study is aimed to explore the relationships among principals’ technology leadership, teachers’ information literacy and teaching efficacy of elementary school in Taoyuan County.The approach adopted questionnaires and using stratified random sampling to investigate 779 samples that include teachers from 66 schools. Receiving back 731 valid ones after the elimination of 77 invalid ones. The valid response rate is 89.5%. Collecting data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation, multiple regression, multiple hierarchical regression and SEM,etc. The conclusions are as follows:

1.The current conditions of principals’ technology leadership, teachers’ information literacy and teaching efficacy of elementary school in Taoyuan County are above average.
2.Significant differences are found partly in the elementary school teachers’ perception of principals’technology leadership, given the consideration of teachers’ demographic variations: sex and administrative duties.
3.Significant differences are found partly in the elementary school teachers’ perception of teachers’ information literacy,given the consideration of teachers’ demographic variations: sex, academic background and administrative duties.
4.Significant differences are found partly in the elementary school teachers’ perception of teachers’ teaching efficacy, given the consideration of teachers’ demographic variations: academic background, years of experience and administrative duties.
5.There is a high positive correlation from principals’ technology leadership, teachers’ information literacy and teachers’ teaching efficacy.
6.The best forecasting of the dimensions of teachers’ teaching efficacy is “the information ethics”.
7.Teachers’ information literacy is a moderate variable between some dimension of principals’ technology leadership and teachers’ teaching efficacy.
According to the results above, this study offers suggests as follows:
1.To educational administrations
To build up indices for principal’s technology leadership, and add it into school administration evaluation; to provide professional trainings of principal’s technology leadership; to build up indices for teachers’ information literacy, and add it into teacher evaluation.
2.To principals
Enrich knowledge and ability in connection with technology leadership; to provide teachers the course about information literacy; set job rotation system.
3.To teachers
Learning to increase teachers’ information literacy; participate in teaching team,and Establish the habit of knowledge-sharing by technology tool.
4.To future research
（1）Expanding the researching to other areas or different levels of schools.
（2）Through the depth interviews or qualitative research to quantify the results and do more dimensions test for interaction.

並列關鍵字

technology leadership ； teaching efficacy ； information literacy

參考文獻

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