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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98657


    Title: 國民小學校長空間領導、教師社群運作與學生學習成效關係之研究
    A Study on Relationship among the Principals’ Space Leadership, Teacher Community Operation and Student Learning Outcomes in Taiwan’s Elementary School
    Authors: 鐘巧如
    Chung, Chiao Ju
    Contributors: 湯志民
    郭昭佑
    Tang, Chin Min
    Guo, Chao Yu
    鐘巧如
    Chung, Chiao Ju
    Keywords: 校長空間領導
    教師社群運作
    學生學習成效
    Principals’ space leadership
    Teacher Community Operation
    Student Learning Outcomes
    Date: 2016
    Issue Date: 2016-07-01 15:28:44 (UTC+8)
    Abstract: 本研究旨在探討國民小學校長空間領導、教師社群運作與學生學習成效的關聯性。本研究採用問卷調查法，以臺灣地區公立國民小學教育人員為對象，總共發出1,064份問卷，回收1,008份問卷，回收率為94.74%，而有效問卷回收率則為92.20%。正式問卷回收之後，分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程模式等統計方法加以分析。

    本研究獲得以下八項結論，分述如下：

    一、 國民小學校長空間領導各層面達到高程度表現，在「建構教育空間」、「形塑空間願景」層面表現最突出。
    二、 國民小學教師社群運作各層面表現達到高程度表現，以「情感投入」層面最獲肯定。
    三、 國民小學學生學習成效各層面表現達到中高程度表現，其中以「學生行為表現」層面最獲認同。
    四、 不同背景變項在國民小學校長空間領導、教師社群運作與學生學習成效之差異有其脈絡因素存在。
    五、 國民小學校長空間領導、教師社群運作與學生學習成效三者間具有正向關聯。
    六、 國民小學校長空間領導及教師社群運作的分層面能預測學生學習成效。
    七、 國民小學校長空間領導、教師社群運作與學生學習成效的結構方程模式之適配度評鑑良好，能解釋主要變項間的關係。
    八、 國民小學校長空間領導可直接影響學生學習成效，更可間接透過教師社群運作的中介機制，對學生學習成效產生正向影響。

    最後，根據研究結論，提出相關建議，俾供教育行政主管機關、學校設施規劃設計、學校單位以及後續研究之參考。
    The main purpose of this study was to explore the relationship among principals’ space leadership, teacher community operation, and student learning outcomes in Taiwan elementary school. The researcher adopted survey as the main research method. The subjects have been public elementary school educators in Taiwan. 1,064 school staffs were selected to complete the questionnaire, where 1,008 questionnaires were returned. The return rate was 94.74% and the valid rate was 92.20%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise regression, and Structural Equation Modeling. Based on the result of the current study, eight research conclusions were generated as follows:

    1. The level of space leadership of principals in the elementary schools is high, and the performance in “constructing educational space” and “molding space vision” are outstanding.
    2. The level of teacher community operation is high, and “affective engagement” is certainly the most eligible in the elementary schools.
    3. The level of student learning outcomes is medium-performance, and “student behavior” acquired the most recognition in the elementary schools.
    4. The differences of the background of principals’ space leadership, teacher community operation, and student learning outcomes have the context factors.
    5. The relationships among principals’ space leadership, teacher community operation and student learning outcomes have positive correlations.
    6. The sub-level of the principals’ space leadership and teacher community operation can apparently predict the student learning outcomes.
    7. The proper fit of structural equation model among principals’ space leadership, teacher community operation and student learning outcomes is assessed as positive and can explain the relationships among main variables.
    8. The principals’ space leadership can affect student learning outcomes directly, and which can also affect student learning outcomes positively through teacher community operation.

    Eventually, according to the above conclusions, the research is to provide some recommendations as future references for the educational administration authority, school planners, and elementary schools.
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