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    題名: 臺北市國民中學教師資料導向決策與學生學習成效關係之研究：校長科技領導觀點
    A Study on the Relationship between Data-Driven Decision Making and Student Learning Outcomes among Junior High School Teachers in Taipei: A Perspective on Principal Technology Leadership
    作者: 徐霈真
    Hsu, Pei-Chen
    貢獻者: 張奕華
    Chang, I-Hua
    徐霈真
    Hsu, Pei-Chen
    關鍵詞: 資料導向決策
    學生學習成效
    校長科技領導
    結構方程模型
    Data-riven decision making
    Student learning outcomes
    Principal technology leadership
    Structural equation modeling
    日期: 2024
    上傳時間: 2024-09-04 13:43:24 (UTC+8)
    摘要: 本研究旨在瞭解臺北市國民中教師在教師資料導向決策、學生學習成效與校長科技領導關係之現況分析，不同背景變項對教師資料導向決策、學生學習成效與校長科技領導之差異情形，研究分析此三變項間之相關，並建構其結構方程模型。本研究採調查研究法，研究工具為研究者自編問卷，問卷具備良好的信度與效度。本研究以臺北市國民中學教師為研究對象，抽樣48所學校，共計發放412份電子問卷，回收有效率達100％。資料處理分別以描述性統計、獨立樣本t檢定、變異數分析、皮爾森積差相關、結構方程模型進行分析。
    本研究主要研究發現如下：
    一、臺北市國中教師對教師資料導向決策、學生學習成效與校長科技領導之認同程度均屬高程度。
    二、教師因教育程度及擔任職務之不同，在知覺教師資料導向決策上有顯著差異。
    三、教師因擔任職務之不同，在知覺學生學習成效上有顯著差異。
    四、教師因性別、擔任職務及學校規模之不同，在知覺校長科技領導上有顯著差異。
    五、教師資料導向決策、學生學習成效與校長科技領導整體及各層面，彼此之間具有顯著正相關。
    六、校長科技領導對教師資料導向決策有顯著正向直接效果。
    七、教師資料導向決策對學生學習成效有顯著正向直接效果。
    八、校長科技領導對學生學習成效無顯著正向直接效果，但有顯著正向間接效果。
    本研究依據以上結論，分別提供教育行政機關、各級學校校長、教師、教育人員及未來後續研究作參考。
    This research aims to understand the current status of the relationship between data-driven decision making among junior high school teachers in Taipei, student learning outcomes, and principal technology leadership. It also analyzes the differences in teachers’ data-driven decision making, student learning outcomes, and principal technology leadership across different background variables. Furthermore, the study explores the correlation between these three factors and attempts to construct a structural equation model for them.
    In the research method, a questionnaire survey was adopted, and the questionnaire was developed based on literature and related scales. The population for the research consisted of current junior high school teachers in Taipei. A total of 48 schools were randomly selected using stratified sampling, and 412 valid questionnaires were collected, achieving an effective response rate of 100%. Data analysis includes descriptive statistics, independent sample t-tests, analysis of variance, Pearson product-moment correlation, and structural equation modeling to examine the mediating effect.
    The main findings of this study are as follows:
    1.The perception level of junior high school teachers in Taipei regarding data-driven decision making, student learning outcomes, and principal technology leadership is at an upper-moderate level.
    2.There are significant differences in teachers’ data-driven decision making based on educational attainment and job position.
    3.There are significant differences in student learning outcomes based on job position.
    4.There are significant differences in principal technology leadership based on gender, job position, and school size.
    5.Teachers’ data-driven decision making, student learning outcomes, and principal technology leadership are positively correlated.
    6.Principal technology leadership has a positive and significant effect on teachers’ data-driven decision making.
    7.Teachers’ data-driven decision making has a positive and significant effect on student learning outcomes.
    8.Principal technology leadership does not have a positive and significant effect on student learning outcomes, but has a positive indirect effect.
    Based on these conclusions, the study provides recommendations for educational administrative agencies, school principals at all levels, teachers, educational personnel, and future research directions.
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