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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/129305


    Title: 中小學校長智慧領導創見辦學績效的實踐策略之研究
    A Study on the Relationship between the Principals’ Smart Leadership and Practical Strategies in Primary and Secondary Schools
    Authors: 林進山
    Lin, Chin-Shan
    Contributors: 教育學院
    Keywords: 智慧領導;辦學績效;實踐策略
    Smart Leadership;School Performance;Practical Strategies
    Date: 2019-09
    Issue Date: 2020-04-20 14:43:27 (UTC+8)
    Abstract: 本研究旨在探究中小學校長智慧領導創見辦學績效的實踐策略」，以台北 市、新北市和桃園市中小學校長為研究對象。透過 Google 問卷調查，回收 234 份，研究方法採文獻分析和問卷調查。資料分析採描述統計的平均數和百分比 與次數分配，經綜合討論形成以下的結論。 一、中小學校長智慧領導五個向度中，以「智慧社群/教師專業」表現列為第 一。 二、中小學組織系統層級較少的學校組織系統中以智慧社群為主軸，層級較多 的學校組織系統，偏重智慧社群和智慧管理。 三、中小學規模六班以下以智慧學習和智慧管理為主軸外，其它都以智慧 社群為主。 四、中小學學校區域偏遠鄉鎮地區以智慧管理和智慧學習為主軸外，其它 都以智慧社群為主。 五、中小學校長五個實踐策略中，以採用「形塑自發專業社群」最高。 六、中小學組織系統以「形塑自發專業社群」佔 92 人次最多。 七、中小學規模以「形塑自發專業社群」為主，其次是「發展學生創價學習」 或「建置智慧管理系統」居多。 八、中小學區域位於「直轄市」與「縣轄市」地區，以「形塑自發專業社群」 為主。「一般鄉鎮」與「偏遠鄉鎮」地區，以「發展學生創價學習」為前 提。 九、由智慧領導與實踐策略關係分析表中得知，「智慧管理/學校行政」與「建 置智慧管理系統」，「智慧科技/校園營造」與「營造智慧科技校園」， 「智慧社群/教師專業」與「形塑自發專業社群」，「智慧學習/學生創價」 與「發展學生創價學習」關係較高。 最後，研究者依據研究結論提出相關數項建議。
    This study aims to explore the practical strategies of primary and secondary school principals smart leadership transcend schools performance,with the primary and secondary school principals of Taipei City,New Taipei City and Taoyuan City as the research subjects.Through the Google survey, 234 were collected, and the research methods were analyzed by literature and questionnaires. The data analysis uses the average and percentage and number distribution of descriptive statistics.The following conclusions are made through comprehensive discussion. 1.The principals smart leadership of primary and secondary schools are leading the five dimensions, with the performance of "smart community/teacher profession" as the first. 2.The school organization system with fewer levels in primary and secondary schools, the smart community is the main axis, and with more levels is more focused on smart community and smart management. 3.The six classes of primary and secondary schools, smart learning and smart management are the mainstays, while others are dominated by smart communities. 4.Tthe remote rural areas of primary and secondary schools take the smart management and smart learning as the main axis, and others are mainly based on the smart community. 5. Among the five practical strategies of primary and secondary school principals, the use of“formal spontaneous professional community”is the highest. 6.The primary and secondary school organization system has the largest number of 92 people in the form of “spontaneous professional community”. 7.The size of primary and secondary schools is dominated by "formation of spontaneous professional communities", followed by "development of students` costbased learning" or "establishment of smart management systems". 8. The primary and secondary schools are located in the“municipal municipalities”and“county-administered cities”, with a focus on“formating spontaneous professional communities”The "general townships" and "remote townships" areas are predicated on "developing students` create valuable learning". 9. From the analysis of the relationship between smart leadership and practical strategy, we know that "Smart Management / School Administration" and "Building a Smart Management System", "Smart Technology / Campus Building" and "Building a Smart Technology Campus", "Smart Community" /Teacher Professional" and "Shaping a Spontaneous Professional Community", Smart Learning / Students` Create Valuable Learning"and " Developing Students` Create Valuable Learning", There are high correlation. Finally, according research conclusions, the researcher had tried to make some recommendations.
    Relation: 教育政策與管理期刊
    Data Type: article
    Appears in Collections:[Department of Education] Periodical Articles

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