Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89486
Title: 台北縣國民小學校長教學領導策略之研究
A Study of Elementary School Principals’ Instructional Leadership Strategy in Taipei County
Authors: 張明輝
Ming-Huei Chang
黃錫隆
Hsi-Lung Huang
Keywords: 校長教學領導
教學領導策略
Principals’ instructional leadership
Instructional leadership strategy
Issue Date: 2004
Abstract: 台北縣國民小學校長教學領導策略之研究 摘 要 本研究旨在探討台北縣國民小學校長教學領導之現況、策略及困難。首先探討校長教學領導的內涵及相關理論,其次瞭解台北縣國民小學校長教學領導的現況、策略及困難。接著 分析台北縣國民小學教育人員對校長教學領導策略知覺之差異情形。 本研究除透過文獻分析,分析校長教學領導之理論與相關研究外,並兼採問卷調查法、訪談法,以台北縣國民小學校長及教師為研究對象。問卷調查法使用工具為自編之「校長教學領導調查問卷」,計取樣80所學校,共1,255人,實際有效樣本為70位校長、94位主任、154位組長、429位級任導師及70位科任教師,合計817人。根據受試者的填答結果,再分別以平均數、標準差、t考驗、單因子變異數分析等統計方法,進行資料處理分析;訪談法則針對3位校長,以自編之半結構訪談大綱進行訪談。 本研究所獲致之結論如下: 一、台北縣的國小校長與教師對「校長教學領導」的認知與實踐情形普遍良好。 二、台北縣國小校長對「校長教學領導現況」的知覺程度顯著高於教師。 三、不同性別、年齡、年資、學歷、學校規模以及學校所在地區的台北縣國民小學校長所知覺之校長教學領導現況並無顯著差異。 四、台北縣國民小學校長實施教學領導的困難是學校人員編制不足,工作負擔太大、教學設備經費不足,無法充分支援教學及教學領導政策配套措施不足。 五、台北縣的國小校長與教師對「校長教學領導策略」的認知普遍良好,惟部份層面的表現仍可再加強。 六、台北縣國小校長對「校長教學領導策略」的知覺程度顯著高於教師。 七、不同學歷的台北縣國民小學校長,實施教學領導策略的情形有顯著差異;而不同性別、年齡、校長年資、學校規模以及學校所在地區的台北縣國民小學校長其教學領導策略並無顯著差異。 八、不同職務、學校所在地之國民小學教育人員對「校長教學領導策略」的知覺情形有顯著差異;而不同學校規模之國民小學教育人員對「校長教學領導策略」的知覺情形並無顯著差異。 九、訪談結果發現校長們認為校長教學領導的理念應該受到重視與推展。 依據研究結果,本研究提出以下建議: 一、對國民小學校長的建議 (一)以更積極的態度落實校長教學領導的理念與角色任務。 (二)主動積極進修,充實教學領導專業知能。 (三)建立職務輪調制度,鼓勵教師參與學校行政工作。 (四)激發資深優良教師的服務熱忱,組織教學領導團隊,共同提昇教學績效。 (五)建立完善教學評鑑制度與觀念,落實學校內部評鑑,確保教學品質。 二、對教育行政機關的建議 (一)提高國民小學人員編制,增加教學設備經費,以提昇教學領導效果。 (二)改進教師考核制度,建立教學評鑑制度,催生教師分級制,以激勵教師專業發展。 (三)妥善規劃校長儲訓課程,培育校長成為優秀的教學領導者。 (四)改進校長考核與校務評鑑制度,重視校長教學領導績效。 (五)成立校長教學領導諮詢小組,建構教學領導的支持與輔導系統。 三、進一步研究的建議 (一)在研究主題與研究架構方面:可將校長教學領導與學校效能、學校氣氛、學校文化、組織學習、學生學習成就、教師專業發展、教師教學領導團隊、教師教學效能等變項相結合。亦可朝建構校長教學領導之具體行為指標、成立學校教學領導團隊等為研究方向。 (二)在研究對象方面:可擴增研究對象,如教育行政人員、代課教師、實習教師、學生家長等;或可擴充研究範圍,如國民中學、私立學校、其他縣市等。 (三)在研究工具方面:能在策略概念之下,建構更具體而完整的行為指標,以增加問卷的明確性。 (四)在研究方法方面:可針對特定學校進行參與觀察、深入訪談、個案研究等方法,以更深入了解校長教學領導的真實情況、困難原因以及有效解決策略。 關鍵詞:校長教學領導、教學領導策略
A Study of Elementary School Principals’ Instructional Leadership Strategy in Taipei County Abstract The main purpose of this study was to (1)explore the meaning of principals’ instructional leadership and the related theories (2)understand the current situation, strategy, and difficulties of elementary school principals’ instructional leadership(3)analyze the differences of elementary school teachers’ perceptions toward principals’ instructional leadership strategy. In addition to the reviews of related literatures on principals’ instructional leadership, the questionnaire and the interview were the main instruments for data collection. The samples included 70 principals, 94 school administrators, 154 chief teachers, 429 homeroom teachers and 70 subject teachers, this is to say, there are 817 persons in total from elementary schools of Taipei County. The returned data were analyzed statistically through mean, standard deviation, t-test, one-way ANOVA, and product-moment correlation analysis. There were 3 principals being involved by semi-construction interview in outline. The major results were summarized as following: 1.The overall situation about the perceptions and implementations of elementary school teachers of Taipei County toward principals’ instructional leadership behaviors is good. 2.There were no significant differences on the perceptions toward the current situation of principals’ instructional leadership among elementary school teachers of Taipei County with different variables, such as gender, age, years of service, educational background, the size and the location the school. 3.There were slight differences, but generally similarities, on the perceptions of elementary school principals and teachers of Taipei County toward “ the probable difficulties of principals’ instructional leadership implementation.” 4.The overall situation about the perceptions of elementary school teachers of Taipei County toward principals’ instructional leadership strategy is good. However, the performance of some parts of principals’ leadership still needs improvement. 5.Significant differences on the situation of instructional leadership implementations were found on elementary school principals of Taipei County with different educational background; nonetheless, there was no significant difference while the variables of gender, age, years of service, the size and location of the school were taken into consideration. 6.Significant differences were found on the perceptions of elementary school teachers of Taipei County toward “principals’ instructional leadership strategy”; nonetheless, there was no significant difference while the variable of the size of the school was taken into consideration. 7.Results through interviews were found that the concepts of principals’ instructional leadership should be paid more attention and promoted. Based on research results, this study proposes the following suggestions: 1.Elementary school principals should (1)Make sure the concepts and role models of principals’ instructional leadership with more ambitious manners. (2)Engage in advanced studies initiatively to enrich the professional knowledge of principals’ instructional leadership. (3)Encourage teachers’ in service training on campus in order to meet teachers’ needs. (4)Motivate senior teachers’ enthusiasms and organize instructional leadership teams to improve teaching effectiveness. (5)Establish the systems and concepts of complete teaching estimate, making sure school internal estimates to ensure teaching quality. 2.Educational authorities should (1)Increase elementary school staff and teaching equipment expenditure to improve instructional leadership effectiveness. (2)Make teachers’ evaluating systems better, establishing teaching estimate systems, and urging teachers’ classification to motivate teachers’ professional development. (3)Plan properly principal training courses to cultivate principals to be excellent instructional leaders. (4)Improve principals’ evaluation and school administration estimate systems, and pay more attention on effects of principals’ instructional leadership. (5)Set up consulting teams for principals’ instructional leadership, and construct supporting and consulting systems of instructional leadership. Key Words:Principals’ instructional leadership Instructional leadership strategy
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00H9003001%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89486
Other Identifiers: G00H9003001
Appears in Collections:學位論文

Files in This Item:
File Description SizeFormat 
300101.pdf35.22 kBAdobe PDFView/Open
300102.pdf112.62 kBAdobe PDFView/Open
300103.pdf94.76 kBAdobe PDFView/Open
300104.pdf181.93 kBAdobe PDFView/Open
300105.pdf34.49 kBAdobe PDFView/Open
300106.pdf91.26 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.