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    题名: 國小校長正向教學視導、教師專業學習社群與教學效能關係之研究
    A Research Study of the Relationship Among Elementary School Principals` Positive Instructional Supervision, Teachers` Professional Learning Communities and Teaching Effectiveness
    作者: 丁一顧
    莊念青
    吳宜蓉
    贡献者: 教育與心理研究
    关键词: 正向教學視導;專業學習社群;教學效能
    positive instructional supervision;professional learning community;teaching effectiveness
    日期: 2021-09
    上传时间: 2021-12-06 16:36:01 (UTC+8)
    摘要: 本研究旨在探究校長正向教學視導 ; 教師專業學習社群與教學效能之關聯性。研究採問卷調查法，以臺北市參與教師專業學習社群之國小教師為研究對象，回收之有效問卷共計966份，研究工具為「校長正向教學視導 ; 教師專業學習社群與教學效能調查問卷」，資料分析採Pearson積差相關與線性結構方程模式。研究發現：一 ; 校長正向教學視導 ; 教師專業學習社群與教學效能間具顯著中度正相關 ; 二 ; 校長正向教學視導可以直接影響教師教學效能 ; 三 ; 校長正向教學視導可藉由教師專業學習社群之中介作用，間接正向影響教學效能。最後，根據研究結論提出相關建議，以作為實務推動及未來研究之參考。
    This research explored the relationship among principals’ positive instructional supervision, teachers’ professional learning communities and teaching effectiveness. A total of 966 elementary schoolteachers who participated in professional learning communities in Taipei City were recruited in the study. Participants completed measures regarding the perceptions of principals’ positive instructional supervision, teachers’ professional learning communities and teaching effectiveness. Results were analyzed using Pearson product correlation and structural equation modeling. The results showed that: (1) There is a significant moderated positive correlation between principals’ positive instructional supervision, teachers’ professional learning communities and teaching effectiveness ; (2) Positive instructional supervision from principals has significant direct effect on teaching effectiveness ; (3) Positive instructional supervision from principals has a positive impact on teaching effectiveness through the mediating role of the teachers’ professional learning community. Suggestions for the practical application of these results and ideas for a future research direction are discussed.
    關聯: 教育與心理研究, 44(3), 69-97
    数据类型: article
    DOI 連結: https://doi.org/10.3966/102498852021094403003
    DOI: 10.3966/102498852021094403003
    显示于类别:[教育與心理研究 TSSCI] 期刊論文

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