桃園縣國民小學校長課程領導與學校本位課程發展關係之研究-以學校特色認證為例

A Study of the Relationship between Elementary School Principals’ Curriculum Leadership and School-based Curriculum Development in Taoyuan County－An Example of Certification of School Characteristics

洪正義(Cheng-Yi Hung)

指導教授 ： 黃坤錦

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00178

摘要

本研究旨在瞭解，在桃園縣學校特色認證政策下，國小校長課程領導與學校本位課程發展的現況，並分析不同背景變項之教師知覺校長課程領導與學校本位課程發展的差異情形，最後探討校長課程領導與學校本位課程發展之相關及對學校本位課程發展的預測情形。
本研究採問卷調查法，研究對象為桃園縣公立國小教師，以分層比例隨機抽樣，抽取60所小學與757位合格教師，回收之有效問卷為635份，問卷資料以描述性統計、t考驗、單因子變異數分析、Pearson積差相關，以及多元迴歸分析等統計方法，進行分析處理。根據本研究分析之結果歸納出以下結論：
一、桃園縣國民小學校長課程領導現況屬中上程度，其中以「營造支持性環境」最佳。
二、桃園縣國民小學學校本位課程發展現況屬中上程度，其中以「建構課程目標與組織」為最佳。
三、男性、30歲以下、服務年資5年以下、擔任主任、及申請認證通過學校之教師知覺校長課程領導達顯著差異。
四、男性、30歲以下、擔任主任、及申請認證通過學校之教師知覺學校本位課程發展達顯著差異。
五、桃園縣國民小學校長課程領導與學校本位課程發展具高度正相關。
六、桃園縣國民小學校長課程領導對學校本位課程發展具預測力，以「建立課程評鑑機制」最具預測力。
最後，依據研究結果，提出具體建議，供教育行政機關、學校及後續研究者作為參考。

關鍵字

學校特色認證 ； 學校本位課程發展 ； 課程領導

並列摘要

This study has three main themes. First, it aims to understand both the elementary school principals’ curriculum leadership and school-based curriculum development under the school characteristics certification policy of Taoyuan County. Second, it explores the opinion discrepancies of teachers with different background on principals’ curriculum leadership and school-based curriculum development. Finally, this study discusses the relationship between elementary school principals’ curriculum leadership and school-based curriculum development, and projects the future development of school-based curriculum.
The questionnaire survey method is used. The population for this study is teachers from public elementary schools in Taoyuan County. We randomly select 757 qualified teachers from 60 elementary schools using a stratified sampling procedure and 635 out of 757 are valid. We then conduct statistical analysis including the descriptive statistics, t-test, one-way analysis of variance, Pearson product-moment correlation,and multiple regression analysis.Based on our analysis, we made the following conclusions.
1. The overall achievement of principals’ curriculum leadership is above the average level and "creating a supportive environment” is the best.
2. The overall achievement of school based curriculum development is above the average level and "the construction of courses’ objects and organization” is the best.
3. Teachers with male, under thirty years old, under five teaching years, as a director or teaching in a school with a characteristic certification perceive the principals’ curriculum leadership significantly different.
4. Teachers with male, under thirty years old, as a director or teaching in a school with a characteristic certification perceive the school-based curriculum development significantly different.
5. There is a highly positive correlation between principals’ curriculum leadership and school-based curriculum development.
6. The school-based curriculum development is predictable through principals’ curriculum leadership, and among them " The establishment of curriculum evaluation mechanism” is the best.
Finally, the results of this study are recommended for educational administration, schools, and future researchers.

並列關鍵字

curriculum leadership ； school-based curriculum development ； school characteristics certification

參考文獻

方德隆（2001）。學校本位課程發展的理論基礎。課程與教學季刊，4（2），1-24。

李俊德 (2006)。國民小學校長課程領導與教師專業成長知覺關係之研究。國立臺東大學教育研究所碩士論文，未出版，臺東市。

林秀美（2002）。高雄市國民小學學校本位課程發展相關因素之探討。國立中山大學教育研究所碩士論文，未出版，高雄市。

徐麗棻（2004）。國民小學學校本位課程困境與因應策略之研究。臺北市立師範學

桃園縣政府教育局 (2010b)。99學年度桃園縣中小學名冊。桃園：桃園縣政府教育局。