新北市公立國民中學校長分布式領導、教師學術樂觀與教師教學效能關係之研究

Abstract

本研究旨在瞭解新北市公立國民中學教師知覺校長分布式領導、教師學術樂觀與教師教學效能關係之現況。分析不同背景變項於新北市公立國民中學之校長分布式領導、教師學術樂觀與教師教學效能的差異情形，並探討教師知覺校長分布式領導、教師學術樂觀與教師教學效能之關係以及最後探究教師知覺校長分布式領導與教師學術樂觀對教師教學效能之預測力分析。\n本研究採用問卷調查法，共計抽樣31所學校，發出560份問卷，回收527份，共有509份有效問卷，問卷有效率達96.58%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾森積差相關與多元逐步迴歸的統計方法加以分析與探討。\n本研究結果獲致結論如下：\n一、目前新北市國民中學教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度最高，「營造掌握變革時機」之知覺程度最低。\n二、目前新北市國民中學教師知覺教師學術樂觀為中高程度，以「教師信任領導者」之知覺程度最高，「學術強調」之知覺程度最低。\n三、目前新北市國民中學教師知覺教師教學效能為中高程度，以「良好學習氣氛」之知覺程度最高，「多元教學策略」之知覺程度最低。\n四、新北市國民中學教師，因「年齡」、「服務年資」、「現任職務」與「學校規模」之不同，在知覺校長分布式領導有顯著差異。\n五、新北市國民中學教師，因「年齡」、「服務年資」、「現任職務」與「學校規模」之不同，在知覺教師學術樂觀有顯著差異。\n六、新北市國民中學教師，因「年齡」、「服務年資」、「現任職務」與「學校規模」之不同，在知覺教師教學效能有顯著差異。\n七、新北市國民中學教師知覺校長分布式領導、教師學術樂觀與教師教學效能及其各構面，彼此具有正相關的關係。\n八、新北市國民中學教師知覺校長分布式領導與教師學術樂觀對教師教學效能具有預測作用，以「教師學術樂觀」的預測力最佳。\n最後根據本研究結果，提出具體建議，以供教育行政機關、學校校長、學術相關研究及相關單位參考。

The purpose of this study is to understand the current status of principals’ distributed leadership, teachers’ academic optimism, and teachers’ teaching effectiveness in public junior high schools in New Taipei City. The research aims to analyze the differences in principals’ distributed leadership, teachers’ academic optimism, and teachers’ teaching effectiveness among various background variables in New Taipei City`s public junior high schools. Additionally, the study explores the relationships among this three variables. Finally, the study has aimed to predict principals’ distributed leadership, teachers’ academic optimism, and teachers’ teaching effectiveness.\nThis study employed a questionnaire survey method, sampling a total of 31 schools. Out of the 560 questionnaires distributed, 527 were collected, resulting in 509 valid questionnaires, yielding a response rate of 96.58%. The survey data was analyzed and discussed using descriptive statistics, t-tests, one-way analysis of variance (ANOVA), Pearson correlation, and multiple stepwise regression.\nThe conclusions of this study are as follows:\n1. Junior high school teacher’s perception of principals’ disrubuted leadership is above average, in which the item “principal`s professional confidence and humility” was the highest and “creating and seizing change opportunities” was the lowest.\n2. Junior high school teacher’s perception of teachers’ academic optimism is above average, in which the item “trust leader” was the highest and “academic emphasis” was the lowest.\n3. Junior high school teacher’s perception of teachers’ teaching effectiveness is above average, in which the item “positive learning atmosphere” was the highest and “diverse teaching strategies” was the lowest.\n4. There is significant difference in the junior high school teacher’s perception of principals’ distributed leadership in terms of age, years of service, position and school size.\n5. There is significant difference in the junior high school teacher’s perception of teachers’ academic optimism in terms of years of age, years of service, position and school size.\n6. There is significant difference in the junior high school teacher’s perception of teachers’ teaching effectiveness in terms of age, years of service, position and school size.\n7. There is a positive correlation among principals’ distributed leadership, teachers’ academic optimism, and teachers’ teaching effectiveness.\n8. Principals’ distributed leadership and teachers’ academic optimism have a predictive effect on teachers’ teaching effectiveness.