我國國民小學校長專業能力指標建構之研究

Abstract

近年來隨著環境改變使得校長專業形象的建立也受到重視,有鑑於此,本研 究希望能透過得懷術來建構國民小學校長所應具有的專業能力指標,以供校長培育、證照、遴選、評鑑、專業再發展之參照依據。 本研究透過推薦及從文獻了解校長學相關領域學有專精之學者專家,來選定Delphi諮詢委員,其中包括師資機構學者專家、校長以及候用校長共15人。Delphi諮詢委員的主要任務是針對校長專業能力指標之適合性評定程度及重要性做評判。並且透過事先設定專家穩定度及專家一致性的標準以做為得懷術達成共識的標準,而在指標採用標準方面則需符合1.平均數須在4以上(M≧4);2.標準差小於1(SD≦1);3.四分差維持在0.5之水平之下(Q≦0.5);4. 眾數(Mo)、平均數(M)之差的絕對值︳Mo-M︳≦1者。若其中一點不符合者則予以刪除,以維持指標的適合性。 在進行兩個回合的Delphi問卷調查後,得出校長專業能力指標的適合性程度。最後得出四個專業能力層面分別為「行政領導」、「課程與教學領導」、「公共關係」與「專業發展」,在其之下則分為「行政管理」、「校務發展」、「領導課程發展」、「落實教學視導與評鑑」、「提升教與學的素質」、「營造優質教學環境」、「學校公共關係」、「塑造學校良好的公眾形象」、「持續的專業知能發展」、「具備專業道德責任」等十個向度,共計有85個能力指標以供各主管教育行政機關及國民小學校長等作為甄選、評鑑及持續進修之參照依據。
As the environment changes, in view of the emphasis on establishing principals’ professional image, this study aims to construct the professional competence indicators which elementary school principals should have by Delphi technique to provide the reference basis for principal preparation, certificate, selection, evaluation and professional redevelopment. The researcher chooses the Delphi expert members through recommendations and from finding the scholars who have acquired specialties relatedto the study of principal. The 15 members include specialists from teachers training institutes, principals and candidate principals. The Delphi members’ main task is to make a judgment about the fitness degree and importance of professional competence indicators. The standard of consensus achievement is decided by the standards of expert stability and uniformity that are established in advance. The standards that the indicators must meet are: (1). M≧4; (2). SD≦1; (3). Q≦0.5; (4). ︳Mo-M︳≦1. If the indicator doesn’t meet any of the standards, it will be excluded to maintain the compatibility of indicators. After 3 rounds of Delphi questionnaires, the fitness degree of principal professional competence indicators is acquired. The indicators of the principal’s professional competence is drawn from the study results, inclusive of 85 professional competence indicators which are separated into five perspectives: “administrative leadership”, “curriculum and instruction leadership” , “public relationship” and “professional development”. These four perspectives are as well separated into ten dimensions: “administrative management”, “school development”, “leading curriculum development”, “implementing instructional supervision and evaluation”, “promoting the teaching and learning quality ”, “building the high-quality instructional environment”, “school public relationship”, “shaping school positive public image”, “continuous development of professional knowledge and skill” and “professional ethics and responsibility”. For education authorities and elementary school principals, the 85 indicators can be the reference basis for the selection, evaluation and continuous further education.

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校長專業能力指標, 得懷術

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