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    政大機構典藏 > 教育學院 > 期刊論文 >  Item 140.119/141921


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/141921


    Title: 多源校長評價資料：校長對教師給予的領導效能回饋之態度傾向與反應(上)
    Multisource Principal Evaluation Data: Principals’ Orientations and Reactions to Teacher Feedback Regarding Their Leadership Effectiveness
    Authors: 湯家偉
    Tang, Chia-wei
    Goldring, Ellen B.;Mavrogordato, Madeline;Haynes, Katherine Taylor
    Contributors: 教育學院
    Keywords: 回饋;校長評價;教學領導;發展;領導效能
    Feedback;Principal evaluation;Instructional leadership;Development;Leadership effectiveness
    Date: 2016-04
    Issue Date: 2022-09-19 15:18:20 (UTC+8)
    Abstract: 研究目的：多源回饋是一項較新的校長評價方法，其典型作法為在領導者自評的同時，納入其部屬、同儕及（或）其主管上司的評價。然而，文獻中探討校長對多源回饋的態度傾向與互動方式的研究並不多。本研究目的即在探討校長對其教學領導效能的多源回饋資料的態度傾向與反應，以及如何闡釋其領導效能自評與教師評價結果的差異。研究方法：本研究邀請美國東南部一個城會學區的14位校長做兩次訪談，以進行校長對多源回饋資料的態度傾向與反應的質性研究分析。發現：本研究發現，校長常因不同來源資料（如校長自評與教師評價）之差異而經驗到認知的失調。這樣的失調可能會促發校長減低該失調狀況之動機，並可能進一步提供解釋與理由，或者是能造成實際改進之行動。對研究與實務的啟示：當表現之評價與回饋持續成為學校中的常態，增益與強化個人給予以及接受評價回饋的能力將愈形重要。本研究之結果對於如何幫助改善校長使用評價資料做出了建議。
    Purpose: A relatively new approach to principal evaluation is the use of multisource feedback, which typically entails a leader’s self-evaluation as well as parallel evaluations from subordinates, peers, and/or superiors. However, there is little research on how principals interact with evaluation data from multisource feedback systems. This article explores how principals orient and react to multisource feedback on their effectiveness as instructional leaders and how they interpret gaps between their self-assessments of their leadership effectiveness and their teachers’ ratings of their leadership effectiveness. Research Methods: Using interview data collected from 14 principals in an urban school district in the southeast United States at two points in time, this study conducts a qualitative analysis to examine principals’ orientations and reactions to their feedback. Findings: Our study finds that principals often experience cognitive dissonance when feedback from different data sources (e.g., their self-ratings to those of their teachers) contrasts. This can result in a motivation to reduce dissonance either by providing explanations and excuses, or making actual changes that result in improvement. Implications for Research and Practice: As performance feedback continues to become more commonplace in school settings, it will become increasingly necessary to build capacity around the processes of giving and receiving feedback. Results from this study have implications for how principals can be supported to use their evaluation data.
    Relation: 教育研究月刊, No.264, pp.113-126
    Data Type: article
    DOI 連結: https://doi.org/10.3966/168063602016040264008
    DOI: 10.3966/168063602016040264008
    Appears in Collections:[教育學院] 期刊論文

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