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題名：民主教育領導對學生學習表現之影響：以結構方程模式分析
書刊名：中正教育研究
作者：林純雯 引用關係
作者(外文)：Lin, Chun-wen
出版日期：2018
卷期：17:1
頁次：頁41-84
主題關鍵詞：民主教育領導；結構方程模式；學生學習；Democratic educational leadership；Structural equation modeling；Student learning
原始連結：連回原系統網址new window
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值此教育界對校園民主的關注與日俱增之時，教育民主化對學生學習之影響的議題也引發研究與討論。近年來，Woods倡議民主教育領導，認為民主教育學可促進學生對知識的開放學習、追求真理，提升學生對學習的興趣與動機，其原則包括團體歸屬、平等、實質自主、自由，係影響學生開放、互動、參與學習的關鍵因素。本研究以此為綱，檢視民主教育領導對學生學習之影響，透過問卷調查瞭解學生覺知民主教育領導對其學習所產生的效應，再探析團體歸屬、平等、實質自主及自由四大原則對學生學習之影響徑路，乃運用結構方程模式方法進行驗證，以作成民主教育領導理論之實徵分析。結果發現：一、高中職學生普遍感受學校的民主教育領導氛圍，也能積極投入學習，惟尚畏於挑戰權威；二、高中職學生對於學校民主教育領導的覺知，會因背景不同而有所差異；三、民主教育領導的平等及實質自主構面對學生學習投入具顯著的正向影響力。並據此建議學校，可在穩定階段實施民主教育領導，尤以實質自主更有助學生學習；定期評鑑民主教育領導的影響，並藉此引領學生積極投入學習。
In the turning point of democratic pedagogy, the relationship between democracy and learning are highly emphasized and discussed. Woods proposed a democratic educational leadership model with the principles of group belongingness, equality, substantial liberty, and freedom. Such principles promote student’s motivation towards learning and open approach to knowledge. The principles had key roles in interactive and participatory learning. This study aimed to explore structural relationships between students’ perception about democratic educational leadership and learning behavior in terms of hypothesized principles (group belongingness, equality, substantial liberty, and freedom subscales) via a structural equation modeling framework using AMOS 17.0. Literature review and questionnaire surveys were conducted to examine the effects of democratic educational leadership upon learning behavior for empirical research on democratic educational leadership theory. The 801 participants in this study were senior and vocational high school students from 13 public and private high schools in Taiwan, who were selected by stratified random sampling. The results indicated that: a) The “Democratic Educational Leadership Scale” and the “Student Learning Behavior Scale” were both reliable and valid. b) Most senior and vocational high school students had moderate perception about democratic educational leadership, with higher scores on “freedom” and lower scores on “substantial liberty.” c) Students who are male, studying in public school, residing in the northern area and metropolitan had higher perception of democratic educational leadership. d) Students’ perceptions of democratic educational leadership were the predictive indicators for learning behavior. e) Structural equation modeling found the observed data fitting well with the research model, and “equality” and “substantial liberty” both had positive effects on learning. On the other hand, “freedom” and “group belongingness” had no significant effect.
期刊論文
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圖書
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其他
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圖書論文
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