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題 名 | 臺北市中小學校長轉型領導、教師領導與教學效能之研究=A Study of Principal Transformational Leadership, Teacher Leadership, and Instructional Effectiveness of Elementary and Secondary Schools in Taipei |
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作 者 | 張德銳; 張素偵; | 書刊名 | 市北教育學刊 |
卷 期 | 41 2012.04[民101.04] |
頁 次 | 頁59-97 |
分類號 | 526.42 |
關鍵詞 | 轉型領導; 教師領導; 教學效能; 校長學; 教學輔導教師; Transformational leadership; Teacher leadership; Instructional effectiveness; Principalship; Mentor teacher; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探究臺北市中小學校長轉型領導、教師領導與教學效能之現況與關係。研究採問卷調查法,研究對象為臺北市98 學年度參與教學輔導教師制度之中小學教師共650人,研究工具為「轉型領導、教師領導與教學效能關係之研究調查問卷」,資料分析則採平均數、單因子變異數分析以及線性結構方程模式。研究發現為:(1)臺北市中小學的校長轉型領導具中度表現;教師領導及教學效能均具中高程度表現。(2)服務年資對校長轉型領導、教師領導的知覺並無顯著差異,但資深教師在教學效能的整體表現最佳。(3)教師兼主任對校長轉型領導的知覺最高,在教學效能的表現上也最好,但對教師領導的整體知覺,不因職務而有所差異。(4)服務於大型學校(49-60班)教師對校長轉型領導及教師領導的知覺最高,在教學效能的表現上也是最好。(5)「轉型領導」對「教師領導」、「教師領導」對「教學效能」有正向的影響效果,但未能支持「轉型領導」對「教學效能」有直接效果。根據結論,本研究提出相關建議,俾供校長轉型領導、教師領導及教學效能實務推動之參考。 |
英文摘要 | The main purpose of this study is to explore the current situation and relationship of principal transformational leadership, teacher leadership, and instructional effectiveness of elementary and secondary schools in Taipei.The study employs the survey method. There are 650 subjects including elementary, junior high, and senior high school teachers who participated in a mentor teacher program in the Academic Year of 2009. The instrument is "Transformational Leadership, Teacher Leadership and Instructional Effectiveness Inventory". Data are analyzed by means, one-way ANOVA, and Linear Structural Relationship.The main findings of this study are as follows: (1) The degree of principals' transformational leadership in Taipei elementary, junior high, and senior high schools is at middle level, and the degrees of teacher leadership and instructional effectiveness are at upper middle levels. (2) The performance of senior teachers' instructional effectiveness is the best, whereas the length of service years does not make any significant difference in these teachers' awareness of principals' transformational leadership or teacher leadership. (3) The directors have the highest awareness of principals' transformational leadership, and their performance of instructional effectiveness is also the best. But positions these teachers take do not make significant differences in their teacher leadership awareness. (4) Awareness of principals' transformational leadership and teacher leadership are higher by teachers serving in large schools than those in other kinds of schools. (5) Transformational leadership has positive and significant effect on teacher leadership, so does teacher leadership on instructional effectiveness. But it cannot be supported that transformational leadership has direct effect on instructional effectiveness.According to the research findings, the authors propose several suggestions for the implementation of transformational leadership, teacher leadership, and instructional effectiveness respectively. |
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