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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/132821


    Title: 國民小學校長專業學習社群指標系統之建構 
    The Construction of Indicator System of Elementary School Principals’ Professional Learning Community
    Authors: 賴協志
    曾大千
    Contributors: 教育與心理研究
    Keywords: 指標系統;校長專業學習社群;國民小學
    indicator system; principals’ professional learning community;elementary schools
    Date: 2019-12
    Issue Date: 2020-11-24 15:22:53 (UTC+8)
    Abstract: 本研究旨在建構國民小學校長專業學習社群指標系統之層面、向度及其細項指標；探討國民小學校長專業學習社群指標系統各題項之重要程度、可行程度及其差異情形；探析國民小學校長專業學習社群指標系統與實徵資料之適配度、信度與效度，並以之為社群實際規劃運作之有效參照工具。為達成上述目的，本研究主要採用問卷調查法，獲得的結論包括：一、國民小學校長專業學習社群指標系統包含四個層面、12個向度及43個細項指標；二、國民小學校長專業學習社群指標系統之「專業培訓價值」及「團隊學習互助」層面、「型塑願景」、「建立信念」、「創新思維」、「團隊合作」、「溝通互動」、「信任支持」向度及其16個細項指標的重要程度與可行程度皆高；三、國民小學校長專業學習社群指標系統具有良好的適配度、信度與效度。
    This paper aims at constructing an appropriate indicator system of elementary school principals’ professional learning community. The indicator system consists of dimensions, items, and detailed indicators. Therefore, it explores the importance, feasibility and differences of the indicator system to understand its suitability, reliability and validity. The results are utilized as an effective tool of reference to run a learning community. To achieve its objectives, a questionnaire survey is conducted. The conclusions of this study include: 1. The indicator system of elementary school principals’ professional learning community is comprised of four dimensions, twelve items, and forty-three detailed indicators. 2. The importance and feasibility degree of the dimensions of “professional training value” and “team learning and mutual help,” and the items of “shaping a vision,” “building faith,” “innovative thinking,” “teamwork,” “communication and interaction” and “trust and support,” and the sixteen detailed indicators are at medium high level. 3. The indicator system of elementary school principals’ professional learning community has good suitability, reliability and validity.
    Relation: 教育與心理研究, 42(4), 1-32
    Data Type: article
    DOI 連結: https://doi.org/10.3966/102498852019124204001
    DOI: 10.3966/102498852019124204001
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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