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題名:國民中小學校長領導教練核心能力指標之研究
作者:林世倡
作者(外文):Shih-Chang, Lin
校院名稱:臺北市立大學
系所名稱:教育學系博士班
指導教授:丁一顧
學位類別:博士
出版日期:2014
主題關鍵詞:國民中小學校長領導教練核心能力指標principals in the elementary and junior high schoolsleadership coachingcore competency indicators
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本研究旨在建構適於我國國民中小學校長領導教練之核心能力指標。首先透過領導教練相關文獻及研究之分析,作為建立領導教練核心能力指標之立論基礎;其次,邀集12位專家進行焦點團體座談確立初步指標;再以模糊德懷術,蒐集並分析18位教育行政人員、學者專家及中小學校長,對指標的一致性意見及重要性程度,做為建立國民中小學校長領導教練核心能力指標的依據;最後,以分層隨機抽樣對全國650位國民中小學校長,進行驗證性因素分析及認同度調查,回收有效問卷558份,問卷有效率86%。本研究結果如下:
一、本研究建構之領導教練核心能力指標,具備良好建構效度,包括「掌握基本原則」、「建立共同關係」、「進行有效溝通」、「促進目標達成」四大層面、十一個向度、六十一個具體指標。
二、模糊德懷術委員及國民中小學校長皆對領導教練核心能力指標之四大層面、十一向度有高度認同。
三、模糊德懷術委員及國民中小學校長皆對「建立教練合約的能力」、「建立正向、信任、尊重之夥伴關係的能力」兩向度之認同度最高。
四、不同性別、教育階段、地區之國民中小學校長對領導教練核心能力指標之認同有顯著差異。
五、不同學歷、校長年資、學校所在地之中小學校長對領導教練核心能力指標之認同沒有顯著差異。
依據上述之結論,提出相關建議,以供教育行政機關、校長培育中心、國民中小學校長與後續研究參考。
The main purpose of this study was to investigate leadership coaching and construct core competency indicators of leadership coaching. The study analyzed the basic implications and related theories regarding leadership coaching and so it could provide the theoretical foundations to construct indicators. Then the study used focus group interviews to construct preliminary indicators. Following the use of Fuzzy Delphi technique collected the common opinions and levels of emphasis from 18 experts established the foundation of core competeny indicators of leadership coaching of principals in elementary and junior high schools. Finally, the stratified cluster sampled and targeted 650 principals of elementary and junior high school. From the retrieval of 558 valid questionnaires (86%), data were analyzed with descriptive statistics and Confirmatory Factor Analysis (CFA).
According to the analysis results, the study had acquired the following conclusions:
1.The construct validity of core competency indicators of leadership coaching is good, and the indicators consist of four categories including complying with basic rules, creating cooperative relationship, communicating efficiently and facilitating achiving goals, eleven competencies and sixty-one indicators.
2.The core competency indicators of leadership coaching were highly recognized by scholarship and principals of elementary and junior high schools.
3. Among eleven competencies, “establishing the coaching agreement” and “establishing trust and intimacy with the client” have the highest recognition from scholarship and principals of elementary and junior high schools.
4.Principals of different genders, stage of education and region of school, differ significantly in their recognition of core competency of leadership coaching.
5. There were no significant differences in their recognition of core competency of leadership coaching observed in the following background variables: educational background , working experience as a principal and location of school.
Suggestions based on the conclusion are addressed toward the education administration institutions, school principals and future researches.
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