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題名:高級中等學校校長正向領導、教師專業素養與學校創新效能關係之研究
作者:林三維
作者(外文):LIN, SAN-WEI
校院名稱:國立臺北教育大學
系所名稱:教育經營與管理學系
指導教授:林新發
學位類別:博士
出版日期:2019
主題關鍵詞:校長正向領導教師專業素養學校創新效能principal positive leadershipteacher professional competenciesschool innovation effectiveness
原始連結:連回原系統網址new window
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本研究主要目的在於瞭解臺灣地區高級中等學校校長正向領導、教師專業素養與學校創新效能之現況;探討教師個人及學校背景變項中,校長正向領導、教師專業素養與學校創新效能之差異情形;探析校長正向領導、教師專業素養與學校創新效能之關係;檢定校長正向領導、教師專業素養與學校創新效能結構方程模式之適配情形。
依據研究目的,本研究採用問卷調查法,編製「高級中等學校校長正向領導、教師專業素養與學校創新效能關係之調查問卷」進行調查,以臺灣地區之公、私立高級中等學校教師為調查對象,共抽取256所高級中等學校之2,610位教師為樣本,回收有效樣本數共2,256份有效問卷,有效問卷回收率為86.43%;將蒐集的資料分別以描述性統計分析、多元迴歸分析、積差相關分析、逐步多元迴歸分析及結構方程模式等統計方法進行分析。本研究所獲致之結論如下:
一、高級中等學校校長正向領導整體及各層面具有「中高」水準之表現程度,各層面中以「引領正
向思考」得分最高,而「建立溝通互信」得分最低。
二、高級中等學校教師專業素養整體及各層面具有「中高」水準之表現程度,各層面中以「專業知
能」得分最高,而「專業實踐」得分最低。
三、高級中等學校創新效能整體及各層面具有「中高」水準之表現程度,各層面中以「學生表現創
新」得分最高,而「課程教學創新」得分最低。
四、校長正向領導會因其不同背景變項(擔任職務、學校地區)而有顯著差異。
五、教師專業素養會因其不同背景變項(性別、最高學歷、服務年資、擔任職務、學校屬性)而有
顯著差異。
六、學校創新效能會因其不同背景變項(性別、最高學歷、服務年資、擔任職務、學校屬性、學校
類型、學校規模及學校地區)而有顯著差異。
七、校長正向領導、教師專業素養與學校創新效能之間具有顯著的正相關。
八、校長正向領導整體及各層面、教師專業素養整體及各層面對學校創新效能整體及各層面具有正
向之預測力。
九、校長正向領導、教師專業素養與學校創新效能的結構方程模式之適配度評鑑良好,能解釋主要
變項間的關係。
十、校長正向領導對教師專業素養之影響具有顯著直接效果;教師專業素養對學校創新效能之影響
具有顯著直接效果;教師專業素養在校長正向領導中,對學校創新效能具有部分中介效果。
最後依據結論,本研究提出相關建議,俾供教育行政主管機關、 高級中等學校校長、高級中等學校教師,以及未來研究之參考。
The purpose to investigate the present status and relationship between the principals positive leadership, teacher professional competencies and school innovation effectiveness in senior high schools and to analyze the effects on principal positive leadership, teacher professional competencies and school innovation effectiveness by different background variables. Finally, it assesses the proper fit of the structural equation model among principal positive leadership, teacher professional competencies and school innovation effectiveness in senior high schools.
To achieve the purposes, this study adopts a questionnaire survey. " The investigative questionnaire of relationships among principal positive leadership, teacher professional competencies and school innovation effectiveness in senior high schools" is the main tool in use. The samples were 2,610 teachers selected from 256 senior high schools in Taiwan, and 2,256 of the distributed copies were returned as valid. The return rate was 86.43%. A series of statistical methods such as descriptive statistics, multiple regression, Pearson product-moment correlation, stepwise multiple regression analysis and structural equation model are conducted to analyze the data collected. The conclusions of this study are as follows:
1.Senior high schools principal have above medium-performance on their
enriching positive leadership practice in overall aspects and various
aspects, especially scored highest in "Leading positive thinking", but
lowest in "Establish communication and mutual trust".
2.Senior high schools teachers have above medium-performance on their
enriching professional competencies in overall aspects and various aspects,
especially scored highest in "Professional knowledge and abilities", but
lowest in "Professional practice".
3.Senior high schools have above medium-performance on school innovative
effectiveness in overall aspects and various aspects, especially scored
highest in "Innovative effectiveness of students performance", but lowest in
"Innovative effectiveness of course and instruction".
4.Educators’ perception of principal positive leadership does cause
significant differences by different background variables(position and
school location).
5.Educators’ perception of teacher professional competencies does cause
significant differences by different background variables(gender, academic,
service period, school property).
6.Educators’ perception of schools Innovation effectiveness does cause
significant differences by different background variables(gender, academic
degrees, service period, position, school property, type of school, school
size and school location).
7.There is a significant positive correlation among principal positive
leadership, teacher professional competencies and schools innovation
effectiveness.
8.Schools innovation effectiveness in overall aspects and various aspects can
be predicted by principal positive leadership and teacher professional
competencies in overall aspects and various aspects.
9.The proper fit of structural equation model among principal positive
leadership, teacher professional competencies and schools innovative
effectiveness is assessed as positive and can explain the relationships
among main variables.
10.There is significant direct effect on teachers professional competencies in
terms of principal positive leadership;There is significant direct effect on
school innovative effectiveness in terms of teacher professional
competencies;Teacher professional competencies has patial mediating effect
on the relationship between principal positive leadership and School
innovation effectiveness.
According to the conclusions, some suggestions are provided as references for Department of Education, Principal in Senior high schools and Senior high schools teacher and future follow-up study.
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