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題名:國小校長文化回應領導指標建構之研究
作者:江姮姬 引用關係
作者(外文):Chiang, Heng-Chi
校院名稱:臺北市立大學
系所名稱:教育學系
指導教授:丁一顧
李心儀
學位類別:博士
出版日期:2018
主題關鍵詞:文化回應校長領導文化回應領導school leaderculturally responsiveculturally responsive leadership
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本研究旨在建構國小校長文化回應領導指標體系,並探討國小校長文化回應領導指標中各層面、指標及參考具體作為的必要性、重要性與特色分析。本研究採焦點團體座談法與模糊德懷術問卷調查法。研究工具為「國小校長文化回應領導指標」,邀請學者專家與國小校長計16名,組成模糊德懷術問卷調查小組,進行模糊德懷術「雙三角模糊數」數據分析,發現國小校長文化回應領導指標三層級內容的重要性排序與特色分析,研究結論如下:
一、本研究建構國小校長文化回應領導指標,包含3個層面、14個指標和43個參考具體作為,每一層面、指標與參考具體作為均具必要性。
二、本研究國小校長文化回應領導指標分別是層面A「文化覺察的知能」、層面B「文化知識的實踐」、並以層面C「文化素養的體現」重要程度較高;14個指標,以「文化素養引領」之重要程度較高;43個參考具體作為以C-2-3的發展文化和諧環境、C-5-2檢視教師文化素養的教學成效、和C-5-3的檢視文化回應素養領導團隊的辦學成效,3個參考具體作為之重要程度較高。
三、國小校長文化回應領導指標之層面A「文化覺察的知能」下含13個參考具體作為,以A-1-3的校長敘說自我文化價值之重要程度較高;層面B「文化知識的實踐」下含15個參考具體作為,以B-2-2和B-2-3的正式課程融入多元文化議題、和B-3-3非正式課程培養學生的多元文化知能。」之重要程度較高。
四、綜上,由於C-2-3、C-5-2和C-5-3三個參考具體作為是最重要且兩極專家意見有共識、未分歧、另B-2-2、B-2-3、和B-3-3在層面內的重要性排序第二,可見校長的文化回應領導實踐可據此二項特色,優先著手規劃辦理。
最後根據研究結果針對主管教育行政機關、國小校長及未來研究提出相關建議。
The purpose of this study is to construct indicators of culturally responsive for elementary school principals and explore the necessity, importance, characteristic of indicators. The focus group and the Fuzzy Delphi Method are used. The first version of the indicators are constructed by the document analysis. The second version are revised from the first focus group by 5 school principals. The third version are revised from the second focus group by 5 college scholars. Then, the double triangle fuzzy technique is used to gain for the necessity, importance, characteristic of each reference behaviors of the indicators. The research findings are as follows:
1.The indicators include three dimensions, fourteen standards and forty-three reference behaviors. Everyone of them is necessity for the indicators.
2.The three dimensions of the indicators are included “cultural awareness”, “cultural knowledge” and “cultural proficiency” is given the highest rank. There are fourteen standards in the indicators and “C-5 cultural literacy” is given highest rank. There are forty-three reference behaviors and "C-2-3 developing a unique cultural and harmonious environment.", “C-5-2 Examining the teaching effectiveness of cultural literacy ”, “C-5-3 Examining effectiveness of the cultural response leadership team ” are given highest rank.
3.The dimension A contains thirteen reference behaviors. "A-1-3 Describing self-cultural belief system" is given highest rank. The dimension B contains fifteen reference behaviors. "B-2-2 integrating multi-cultural issues in various curriculums.", “B-2-3 performing interdisciplinary multicultural curriculum and teaching.”, “B-3-3 Developing students' multicultural ability in informal curriculum.” are given highest rank.
4.The principals’ culturally responsive leadership practice can be started on these two characteristics. The references behaviors C-2-3, C-5-2 and C-5-3 are the first characteristics and B-2-2, B-2-3, B-3-3 are the second characteristics.
Finally, some suggestions are presented to educational administration, principals, and further studies.
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