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題名:國民小學校長學習領導與學生學習成效關係之研究—以個性化學習為中介變項
作者:陳建志
作者(外文):Chen, Jian-Chih
校院名稱:臺北市立大學
系所名稱:教育行政與評鑑研究所
指導教授:黃旭鈞
學位類別:博士
出版日期:2019
主題關鍵詞:校長學習領導個性化學習學生學習成效principal’s leadership for learningpersonalized learningstudent learning outcome
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本研究旨在探討國民小學校長學習領導與學生學習成效的關聯性,並以個性化學習為中介變項。本研究採用問卷調查法,以臺灣地區1,020位公立國民小學教師為對象,正式問卷回收之後,分別以描述性統計、t考驗、單因子變異數、皮爾森積差相關、逐步多元迴歸以及結構方程模式等統計方法加以分析。本研究發現如下:
一、國民小學校長學習領導有高程度表現,以「塑造有利學習環境」層面最獲肯定。
二、國民小學教師運用個性化學習良好,以「尊重與激勵的機制」層面表現最佳。
三、國民小學學生學習成效甚佳,以「學生行為表現」層面最為突出。
四、不同背景變項的教師會對校長學習領導、教師運用個性化學習與學生學習成效的知覺產生顯著差異。
五、校長學習領導、教師運用個性化學習與學生學習成效三者之間呈現中度正相關。
六、國民小學校長學習領導及教師運用個性化學習對學生學習成效具有預測力。
七、國民小學校長學習領導、教師運用個性化學習與學生學習成效的結構方程模式適配度良好。
八、國民小學校長學習領導可透過教師運用個性化學習提升學生學習成效,教師運用個性化學習具有中介效果。
最後,根據研究結論,提出相關建議,俾供教育行政主管機關、學校教育人員以及後續研究之參考。
The main purpose of this study was to explore the relationship between the principal’s leadership for learning and student learning outcomes of elementary schools in Taiwan, and personalized learning was as a mediating variable. For the purpose of this study, questionnaire survey was employed. The survey participants were 1,020 island-wide public elementary school teachers. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, stepwise multiple regression analysis, and the Structural Equation Modeling. Based on the research result, some conclusions were drawn:
1.The level of principal’s leadership for learning in elementary schools was high, and the performance in “to establish a learning environment” acquired the highest recognition
2.The level of teacher’s implementation of personalized learning in elementary schools was high, and “mechanism of respect and incentive” scored the highest.
3.The level of student learning outcomes was high, and “student behavior” scored the highest.
4.There were significant differences in the principal’s leadership for learning, teachers' implementation of personalized learning, and student learning outcomes among teachers with different background variables.
5.The relationships among principal’s leadership for learning, teacher’s implementation of personalized learning and student learning outcomes were moderately positive correlated.
6.The sub-level of the principal’s leadership for learning and teacher’s implementation of personalized learning could apparently predict the student learning outcomes.
7.The proper fit of structural equation model among principal’s leadership for learning, teacher’s implementation of personalized learning and student learning outcomes was assessed as positive.
8.The principal’s leadership for learning could affect student learning outcomes directly, and which could also effect student learning outcomes positively through teacher’s implementation of personalized learning.
Base to the conclusions, some suggestions were made for educational agencies, school educators as well as future research.
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