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| Title: | 桃園縣國中教師對校長教學領導行為知覺之研究 |
| Authors: | 蔡呈譽 |
| Contributors: | 邱錦昌
蔡呈譽 |
| Keywords: | 校長教學領導
教學領導行為知覺 |
| Date: | 2002 |
| Issue Date: | 2010-04-25 14:35:55 (UTC+8) |
| Abstract: | 本研究旨在探討桃園縣國民中學教師所期望的校長教學領導行為和所知覺到的校長教學領導實際行為，藉由文獻分析、問卷調查、半結構式訪談等方法，探討教師背景變項、學校背景變項的教師對校長教學領導行為之知覺差異情形。
調查對象以桃園縣公立之國民中學教師為母群體，抽取723位教師（包括教師兼之主任與組長）做樣本，以自編『國民中學校長教學領導行為調查問卷』進行問卷調查，有效問卷隨即進行編碼、記分，然後輸入電腦建立資料檔，再以SPSS 10.0 for Windows 套裝軟体進行各項統計考驗。為彌補問卷調查之不足，抽取桃園縣具代表性的六位校長以自編『國民中學校長教學領導行為訪談題目』進行訪談，經錄音、編碼、整理後進行分析。
本研究所獲得之主要結論如下：
壹、桃園縣國中教師所知覺到校長教學領導行為的理想面與實踐面有明顯差 異，理想面明顯大於實踐面
貳、桃園縣國民中學教師對於校長教學領導在理想面的知覺度很高，其中以營造支持環境向度居七個層面之首，而以確保課程品質為最低
參、桃園縣國民中學教師對於校長教學領導在實踐程度方面的知覺度屬中上程度，以營造支持環境層面居七個層面之首，而以激勵教師合作與互動最低
肆、桃園縣國民中學教師在校長教學七個層面上的知覺，不管是理想面或實踐面，皆以營造支持環境為最高，且在校長訪談中亦以營造支持環境最為校長重視，此結果充分顯示校長與教師對校長教學領導的看法相當一致
伍、桃園縣國中教師對校長教學領導的理想面，在男女性別教師變項、年資變項、擔任職務變項、學校所在地變項、設校時間變項並無差異。桃園縣國中教師對校長教學領導的實踐面，在年資變項、學校所在地變項、設校時間變項皆無明顯差異
陸、桃園縣國中教師對校長教學領導在實踐面的性別變項上的知覺顯示有差異，男性教師比女性教師認為校長更有從事教學領導行為
柒、桃園縣國民中學一般教師與兼行政教師對校長教學領導在實踐面有明顯差異，兼行政之教師比一般教師認為校長在教學領導的實踐程度上較高
捌、桃園縣國中教師對校長教學領導在學校規模變項，不管理想面或實踐面的知覺度都以24班以下為最高
依據研究結論，本研究提出以下建議：
壹、對教育主管機關之建議
一、加強充實校長教學領導的理念
二、師資與校長培訓中加入教學領導的課程
三、適時縮小學校規模
四、校長評鑑時應重視教學領導項目
貳、對國民中學校長的建議
一、充實教學領導知能，積極扮演教學領導角色
二、建立教學領導團隊，引導教師合作與互動
三、推行教學領時應積極營造良好的學校文化
四、校長應致力於確保課程品
五、加強各領域教學研究會功能
參、對未來研究的建議
未來研究對象可進一步擴大地區範圍，研究變項應該加入教師學歷變項學區家長變項及學校效能，學生學習成就等相關變項，為了更能瞭解校長教學領導行為，未來的研究宜加入實際觀察、個案研究等方式。
The purpose of this study was surveying the principals’ instructional leadership behaviors expected and perceived by the junior high school teachers in Taoyuan County. The study explored the differences in the sense of the principal’s instructional leadership behaviors perceived by the teachers in teacher background and school background variables.
The study took Taoyuan County’s public junior high school teachers as population from which 723 teachers (including teachers as part-time directors and chiefs) were randomly sampled. The effective questionnaires are then encoded, scored and stored, finally analyzed by SPSS 10.0. To supplement the questionnaire survey, the study also conducts in-depth interviews with six principals among all public junior high schools in Taoyuan County with the “the Junior High School Principal’s Instructional Leadership Behaviors” developed by the author.
The conclusions and implications of the present study are summarized below:
1. Significant differences are found between what expected and what actually realized in the principal’s instructional leadership behaviors. What expected are higher than what realized.
2. The teachers have a high perception on the expectation of principal’s instructional leadership. Among the seven major aspects of instructional leadership, Supportive Environment Creation ranks as top priority and Course Quality Assurance as the last.
3. The realization aspect of the principal’s instructional leadership behaviors perceived by the teachers was above average. Among the seven major aspects of principals’ instructional leadership, The dimension of supportive environment creation ranked as top priority and the encouraging teachers’ cooperation and interactions as the last.
4. Among the seven instructional leadership aspects of the principal perceived by the teachers, The demension of supportive environment creation ranked as top one both in expectation and realization and this aspect is also most valued by all principals interviewed. This result demonstrates a high consistency between the principals and teachers on the view of the principal’s instructional leadership.
5. The teachers’ perception of expectation to principal’s instructional leadership in variables including teacher’s sex, service term, position, school location, school founding time shows no difference. The degree of realization of the principal’s instructional behaviors perceived by the teachers shows no significant difference in variables including service term, school location and school founding time.
6. The male teachers’ perception of realization of principal’s instructional leadership was significantly higher than female teachers’ in sex variable.
7. The average teachers perceived a high degree of realization in the principal’s instructional leadership behaviors than the teachers as part-time administrators did.
8. The teachers’ perception of both expectation and realization of principal’s instructional leadership in school scale implies that the highest score of both arises in a school consisting of maximum 24 classes.
And then there are some suggestions presenting by this study as follow:
1. Suggestions to the education authorities:
(1) Promote and reinforce the concept of principal’s instructional leadership.
(2) Enrich the teacher and principal training programs with Instructional Leadership Courses.
(3) Downsize the school scale in time
(4) Value the instructional leadership areas during evaluating principals.
2. Suggestions to junior high school principals:
(1) Advance in instructional leadership knowledge and actively play the role in instructional leadership.
(2) Form Instructional Leadership Teams to lead teachers to optimal cooperation and interactions.
(3) Shape the school with excellent school culture actively while launching and implementing instructional leadership.
(4) Devote to course quality assurance.
(5) Enhance the research society’s functions
3. Suggestions to future researches :
It is advisable to expand in regional scope in future study and to expand the study variables that include variables such as Teacher’s Diploma, School District & Parents, School Performance, Student’s Academic Achievements, etc.; further, to better understand the principal’s instructional leadership behaviors, it is advisable to use methods such as Actual Observation, Case Study, etc. |
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呂木琳(民87)。教學視導一理論與實務。台北：五南。
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陳美言(民87)。國民小學校長教學領導與教師教學自我效能關係之研究。台北市立師範學院國民教育研究所碩士論文，未出版。
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黃昆輝(民61)。視導工作的新趨勢。師友月刊，65，8-12。
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壹、 中文部分
王仁宏（民80）。歷年教育人員甄試詳解。台北：旭昇圖書。
江文雄（民90）。校長的職責。載於吳清基主編：學校行政新論。台北：師大書苑。
行政院教育改革審議委員會（民85）。教育改革總諮議報告書。台北：行政院教育改革審議委員會。
李玉林(民90)。桃園縣國小校長教學領導角色知覺與實踐之研究。國立台北師範學院。國民教育研究所碩士論文，未出版。
李安明(民88)。「為教學而行政」的校長教學領導：理論與實務。教育政策論壇，2（2），158-203。
李安明(民86)。我國國小校長教學領導之研究。行政院國科會專題研究計劃成果報告，計劃編號NSC 86-2413-H-134-006。
李新寶（民90）。國民小學校長教學領導行為與交師教學效能之研究。國立新竹師範學院國民教育研究所學校行政碩士班碩士論文，未出版。
邱錦昌(民80)。教育視導之理論與實際。台北：五南。
邱錦昌(民77)。台灣地區國民中學教學視導工作之研究。國立政治大學博士論文，未出版。
呂木琳(民87)。教學視導一理論與實務。台北：五南。
吳清山（民90）。中小學實施校長評鑑的挑戰課題與因應策略。教育研究月刊。84。28-36.
陳美言(民87)。國民小學校長教學領導與教師教學自我效能關係之研究。台北市立師範學院國民教育研究所碩士論文，未出版。
陳義明（民81）。學校行政領導－辦學理念與實務。台中：台灣省立台中第二高級中學。
黃昆輝(民61)。視導工作的新趨勢。師友月刊，65，8-12。
張弘勳（民86）。國民中小學實施學校本位管理之研究。國立台灣師範大學教育研究所碩士論文，未出版。
張振成（民87）。校長之角色與作為。中等教育，49(4)，7-11。
張清濱（民77）。學校行政。台北：台灣書店。
張碧娟(民91)。校長教學領導之角色觀點。載於張銀富主編：學校行政理論與應用254-256頁。台北：五南。
張碧娟(民88)。國民中學校長教學領導，學校教學領導，學校教學氣氛與教師教學效能之研究。國立政治大學教育研究所博士論文，未出版。
張德銳(民84)。教育行政研究。台北：五南圖書出版公司。
張慈娟(民86)。國民小學校長教學領導與學校效能之研究。國立新竹師範學院國民教育研究所碩士論文，未出版。
雷國鼎(民58)。教育行政(台十版)。台北：正中。
趙廣林(民85)。國民小學校長教學領導之研究。國立屏東師範學院國民教育研究所碩士論文，未出版。
楊百世(民78)。國民小學校長教學視導之研究。未出版碩士論文，國立高雄師範大學，高雄。
楊振昇(民86)。教學領導理念之探討。國立台灣師範大學。學校教育革新專輯，236-263。
楊振昇(民88)。我國國小校長從事教學領導概況、困境及其因應策略分析研究。暨大學報，３（１），183-236。
魯先華(民83)。國民中學校長教學領導之研究。國立台灣師範大教櫭研究所碩士論文，未出版。
劉真(民59)。教育行政。台北：正中。
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
89911003
91 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0089911003 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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