政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/136626

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/136626

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政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/136626

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题名:	國民小學學校學習領導、學校進步力與學生學習成效關係之研究 A Study on the Relationships among Leadership for Learning, Capacity of School Improvement and Student Learning Outcomes in Elementary Schools
作者:	張伯瑲 Chang, Bor-Chiang
贡献者:	秦夢群 Chin, Meng-Chun 張伯瑲 Chang, Bor-Chiang
关键词:	學校學習領導學校進步力學生學習成效 School Leadership for Learning Capacity of School Improvement Student Learning Outcomes
日期:	2021
上传时间:	2021-08-04 16:12:59 (UTC+8)
摘要:	本研究旨在探討國民小學學校學習領導、學校進步力與學生學習成效之間的關聯。研究採用調查研究法，以臺北市、新北市與桃園市公立國民小學之校長與教師為對象，共發出1071份問卷，共獲得有效問卷892份，有效問卷回收率為83.29％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方式對回收資料進行分析。本研究獲得以下十項結論：一、國民小學學校學習領導表現在「中高」程度，以「創造有利學習條件的行動」得分最高。二、國民小學學校進步力表現達「高」程度，以「校長領導作為與實踐」得分最高。三、國民小學學生學習成效表現達「中高」程度，以「學生行為表現」得分最高。四、不同背景變項下，國民小學學校學習領導在「職務」、「校齡」有差異。五、不同背景變項下，國民小學學校進步力在「性別」、「職務」、「校齡」有差異。六、不同背景變項下，國民小學學生學習成效在「年齡」、「職務」、「校齡」有差異。七、學校學習領導與學校進步力、學校學習領導與學生學習成效和學校進步力與學生學習成效整體與各分層面之差異程度均達顯著差異水準。八、學校學習領導與學校進步力、學校學習領導與學生學習成效和學校進步力與學生學習成效整體與各分層面具有顯著正相關。九、學校學習領導與學校進步力、學校學習領導與學生學習成效和學校進步力與學生學習成效整體與各分層面之間均具有顯著預測力。十、學校學習領導可透過學校進步力發揮對學生學習成效的中介效果，學校進步力是學校學習領導對學生學習成效重要的中介變項。最後，本研究分別就實務應用及未來研究兩方面提出建議，以供參考。 The main purpose of this study is to understand the relationships among School Leadership for Learning, Capacity of School Improvement and Student Learning Outcomes in elementary schools. Study on survey research. A total of 892 usable questionnaires were collected from 1071 principals and teachers of public elementary schools in Taipei city, New Taipei City and Tao-Yuan City. The effective response rate was 83.29％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.School Leadership for Learning performance of public elementary schools achieves upper-moderate level, and “ Take action to create adveantage learning conditions ” is the highlight among all of the dimensions. 2.Capacity of School Improvement performance of public elementary schools gets high score level, and “ Principals" leading behavior and practice” is the highlight among all of the dimensions. 3.The perception of Student Learning Outcomes achieves upper-moderate level, and “student behavior performance” is the highlight among all of the dimensions. 4. A significant difference of public elementary school educators’ perception of School Leadership for Learning has shown on different “ job position” and “school history”. 5. A significant difference of public elementary school educators’ perception of Capacity of School Improvement has shown on different “gender”, “ job position” and “school history”. 6. A significant difference of public elementary school educators’ perception of Student Learning Outcomes has shown on different “age”, “ job position” and “school history” . 7.There are significant divergences among School Leadership for Learning, Capacity of School Improvement and Student Learning Outcomes. 8.There are significant positive correlation among School Leadership for Learning, Capacity of School Improvement and Student Learning Outcomes. 9.There are significant predictive power among School Leadership for Learning, Capacity of School Improvement and Student Learning Outcomes. 10.School Leadership for Learning could positively affect Student Learning Outcomes through the mediate effect of Capacity of School Improvement. Otherwise, this study provides suggestions of practical application and future study respectively.
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描述:	博士國立政治大學教育學系 102152503
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