新竹市幼兒園園長學習領導與教保服務人員教學創新關係之研究

Abstract

本研究旨在探討新竹市幼兒園園長學習領導與教保服務人員教學創新之現況及差異情形，並進一步分析園長學習領導對教保服務人員教學創新之預測效果。研究採用問卷調查法，以新竹市公、私立幼兒園教保服務人員為研究對象，運用自編之「幼兒園園長學習領導與教保服務人員教學創新調查問卷」蒐集資料。共發出312份問卷，回收237份。所得資料以描述性統計、t 檢定、單因子變異數分析及逐步多元迴歸分析進行統計處理。研究結果顯示： 一、幼兒園園長整體學習領導表現良好，其中以「關注幼兒學習表現」及「塑造利於學 習環境」構面得分最高。 二、教保服務人員整體教學創新程度達中高水準，尤以「教學理念」與「教學策略」構面最為突出。 三、不同背景變項（如職務、服務年資、教育程度）之教保服務人員在園長學習領導與教學創新知覺上存在部分顯著差異。 四、逐步多元迴歸分析結果顯示，園長學習領導對教保服務人員教學創新整體具有部分顯著且低度正向預測力。其中，以「塑造利於學習環境」構面之預測效果最佳，表示園長若能營造開放、支持與合作的教學氛圍，將有助於提升教保服務人員在課程設計與教學策略上的創新表現；其次為「關注幼兒學習表現」與「提高學習領導密度」構面。而「促進教保服務人員專業成長」構面在部分模型中呈負向預測，顯示園長若過度強調制度化的專業精進要求，可能限制教保服務人員的自主性與創新彈性。整體而言，園長學習領導對教學創新的預測效果雖達顯著，但解釋變異量不高，屬低度預測水準，顯示教學創新的形成仍受到多重因素影響，如組織文化、行政支持與教師個人特質等。 綜合研究結果，本研究建議教育主管機關可建立跨園所專業學習社群及創新交流平台，協助園長以學習導向的領導方式支持教師專業成長，進而提升幼兒教育品質與教學創新成效。This study aims to investigate the current status and differences in kindergarten principals’ learning leadership and preschool educators’ teaching innovation in Hsinchu City, and further analyze the predictive effects of principals’ learning leadership on preschool educators’ teaching innovation. A questionnaire survey was conducted among preschool educators from public and private kindergartens in Hsinchu City using a self-developed instrument, The Questionnaire on Kindergarten Principals’ Learning Leadership and Preschool Educators’ Teaching Innovation. A total of 312 questionnaires were distributed, and 237 valid responses were collected. The obtained data were analyzed using descriptive statistics, t-test, one-way ANOVA, and stepwise multiple regression analysis.The research results are as follows:1. Kindergarten principals demonstrated a good overall performance in learning leadership, particularly in the dimensions of focusing on children’s learning performance and creating a favorable learning environment.2. Preschool educators exhibited a moderately high level of teaching innovation, with teaching philosophy and teaching strategies scoring the highest among the dimensions.3. Significant differences were found among preschool educators with different background variables (such as position, years of service, and educational level) in their perceptions of principals’ learning leadership and teaching innovation.4. The results of the stepwise multiple regression analysis revealed that principals’ learning leadership showed partially significant and low positive predictive power for preschool educators’ teaching innovation. Among the dimensions, creating a favorable learning environment had the strongest predictive effect, indicating that principals who establish open, supportive, and collaborative teaching environments can effectively enhance educators’ innovative practices in curriculum design and instructional strategies. The dimensions of focusing on children’s learning performance and enhancing learning leadership density also showed positive predictive effects. However, promoting professional growth showed a negative prediction in certain models, suggesting that overly institutionalized professional requirements may restrict educators’ autonomy and flexibility for innovation. Overall, while principals’ learning leadership significantly predicted teaching innovation, the explanatory power remained low, indicating that teaching innovation is influenced by multiple factors such as organizational culture, administrative support, and teachers’ individual characteristics.Based on the findings, this study suggests that educational authorities should establish cross-kindergarten professional learning communities and innovation exchange platforms to support principals in adopting learning-oriented leadership strategies. By doing so, principals can better facilitate teachers’ professional growth, enhance the quality of early childhood education, and promote the effectiveness of teaching innovation.