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題名:國民小學校長知識領導、組織學習與學校效能關係之研究
作者:賴協志 引用關係
作者(外文):Lai, Hsieh-Chih
校院名稱:臺北市立教育大學
系所名稱:教育學系博士班
指導教授:吳清山
學位類別:博士
出版日期:2008
主題關鍵詞:國民小學校長知識領導組織學習學校效能elementary schoolprincipals'' knowledge leadershiporganization learningschool effectiveness
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(10) 博士論文(45) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:10
  • 共同引用共同引用:0
  • 點閱點閱:146
本研究主要目的在了解當前國民小學校長知識領導、組織學習與學校效能之現況;探討不同校長背景、教師背景、學校背景之中,國民小學校長知識領導、組織學習與學校效能之差異情形;探析國民小學校長知識領導、組織學習與學校效能之關係;並檢定國民小學校長知識領導、組織學習與學校效能結構方程模式之適配情形。
為達成上述目的,本研究採用問卷調查法,編製「國民小學校長知識領導、組織學習與學校效能關係調查問卷」進行調查;以臺灣地區(含澎湖)之公私立國民小學教師為對象,共抽取100所國民小學之1,205位教師為樣本,回收903份有效問卷,回收率為74.94%;蒐集的資料以描述性統計分析、卡方考驗、多變量變異數分析、結構方程模式等統計方法進行分析與處理。獲得結論如下:
一、國民小學校長知識領導整體及各層面的表現良好,其中以「充實領導知能」得分最高,而「展現創新行動」得分最低。
二、國民小學組織學習整體及各層面的表現良好,其中以「資訊運用」得分最高,而「系統思考」得分最低。
三、國民小學學校效能整體及各層面的表現良好,其中以「教師教學效果」得分最高,而「學生學習表現」得分最低。
四、省轄市的國民小學在校長知識領導、組織學習與學校效能的表現最佳,而鄉的國民小學表現較差。
五、不同校長性別、校長學歷、教師學歷、學校歷史對校長知識領導、組織學習與學校效能的影響無顯著差異。
六、男女教師所知覺的校長知識領導、組織學習與學校效能達顯著差異。
七、不同年資、擔任職務之教師所知覺的校長知識領導與學校效能達顯著差異。
八、不同學校地區對校長知識領導、組織學習與學校效能的影響達顯著差異。
九、不同學校規模對校長知識領導的影響達顯著差異。
十、國民小學校長知識領導、組織學習與學校效能的結構方程模式之適配性檢定獲得支持,能解釋主要變項間的關係。
十一、校長知識領導對組織學習的影響有顯著直接效果。
十二、組織學習對學校效能的影響有顯著直接效果。
十三、校長知識領導對學校效能的影響有顯著總效果。
依據研究結論,提出相關建議,俾供教育行政機關、國民小學及未來研究之參考。
The main purposes of this research are to understand the current situations of principals' knowledge leadership, organization learning, and school effectiveness in elementary schools, and to analyze the differences among principals' knowledge leadership, organization learning, and school effectiveness in personal variables, and school environmental variables in elementary schools. Furthermore, it explores the relationships among principals' knowledge leadership, organization learning, and school effectiveness in elementary schools. Finally, it assesses the proper fit of the structural equation model among principals' knowledge leadership, organization learning, and school effectiveness in elementary schools.
To achieve the purposes, this research adopts a questionnaire survey. “The investigative questionnaire of relationships among principals' knowledge leadership, organization learning, and school effectiveness in elementary schools”, is the main tool in use. The samples were 1,205 teachers selected from 100 elementary schools in Taiwan, and 903 of the distributed copies were returned as valid. The return rate was 74.94%. A series of statistical methods such as descriptive statistics, chi-square test, multivariate analysis of variance, and structural equation model, are conducted to analyze the data collected. The conclusions of this research are as follows:
1. Elementary school principals have high-performance on their knowledge leadership practice, especially in the dimension of "building professional expertise".
2. The degree of organization learning of elementary schools is at medium high level, especially in the dimension of "information use".
3. The current situation of school effectiveness of elementary schools works out quite well, especially in the dimension of "teachers' teaching effectiveness".
4. Elementary schools which are located in province-commanded cities, score higher on principals' knowledge leadership, organization learning, and school effectiveness.
5. There are no significant differences in the general performance of principals' knowledge leadership, organization learning, and school effectiveness in terms of principals' gender, academic degrees, teachers' academic degrees, and school history.
6. School teachers of different genders have significant and different perceptions on principals' knowledge leadership, organization learning, and school effectiveness.
7. School teachers with various years of experience, and positions, have significant and different perceptions on principals' knowledge leadership, and school effectiveness.
8. There are significant differences in the general performance of principals' knowledge leadership, organization learning, and school effectiveness in terms of school location.
9. There is a significant difference in general performance of principals' knowledge leadership due to school size.
10. The assessment of proper fit is supported in a structural equation model among principals' knowledge leadership, organization learning, and school effectiveness. It can explain the relationships of the above three main variables.
11. There are significant and direct effects between principals' knowledge leadership, and organization learning.
12. There are significant and direct effects between organization learning, and school effectiveness.
13. There are significant and total effects between principals' knowledge leadership, and school effectiveness.
Based on the above conclusions, some suggestions and references are proposed for education authorities, elementary schools, and future research.
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