智慧教育趨勢下校長科技領導與教師專業發展之研究-以桃園市智慧學校為例

Abstract

本研究之目的係探討桃園市智慧學校在「校長科技領導」和「教師專業發展」之關係，研究方法採用調查問卷法，研究對象是以桃園市108學年度市立國小現職教師635人為樣本，並編製「桃園市智慧學校校長科技領導、教師專業發展關係之調查問卷」進行調查。問卷收回後分別以獨立樣本t檢定、單因子變異數分析、R-square相關係數、多重線性迴歸以及結構方程式等進行探討。\n根據研究結果得出結論說明如下：\n一、在校長科技領導之變項中，「科技軟硬體的設置」變項的平均數最高、「評核與追蹤」變項的平均數最低。\n二、在教師專業發展之情形的各個變項中，「重視學生學習」變項的平均數最高、「情境營造」變項的平均數最低。\n三、校長科技領導與教師專業發展之相關係數為0.729，具有正相關存在。\n四、以「教師專業發展」量表的5個構面與「校長科技領導」量表之迴歸方程式為：「校長科技領導」=0.565*遠景分享+0.048*教學經驗分享-0.047*群體學習+0.227*情境營造-0.016*重視學生學習。可以了解為了要提升校長科技領導，可以從教師在「重視學生學習成效」、「遠景分享」、「教學經驗分享」、「情境營造」與「群體學習」來著手。\n五、校長科技領導與教師專業發展是具有彼此影響的關係。\n透過本研究結論，提出可行的意見與具體策略，以提供教育行政主管機關及桃園市國中小校長和教師做為範例。

The purpose of this study is to explore the situation and the relationships between "principals’ technology leadership" and "teachers’ professional development" in smart schools in Taoyuan City. The research method is a questionnaire method. The research sample included 635 current teachers of the108th school year in the Elementary Schools of Taoyuan City, and the "the Relationships between the Principals` Technology Leadership and Teacher Professional Development of Taoyuan Smart School Questionnaire" was employed for investigation. After the questionnaire was returned, the Wilks` Lambda (λ) significance test, R-square correlation coefficient, multiple linear regression, and structural equation were used for statistical analysis.\nAccording to the results, the conclusions are as follows:\n1.Among the variables of the principal’s technology leadership, the "Technology Software and Hardware Settings" variable has the highest average score and the "evaluation and tracking" variable has the lowest average score.\n2.Among the various variables in the situation of teacher professional development, the average score of variables "emphasis on student learning" is the highest, and the average score of variables "context creation" is the lowest.\n3.The relationships between the principal`s scientific and technological leadership and the professional development of teachers is 0.728, which is positively correlated.\n4.The regression equation of the five facet of the "Teacher Professional Development" scale and the "Principal Technological Leadership" scale is: "Principal Technological Leadership"=8.675+3.214*"Vision Sharing" +0.282*"Teaching Experience Sharing"-0.248*"Group Learning"+1.208* "Situation Creation"-0.116*"Paying attention to student learning". To enhance the principal’s technological leadership, teachers can start with “emphasis on student learning effectiveness”, “vision sharing”, “teaching experience sharing”, situation creation” and “group learning”.\n5.It is mutually influential between the principal’s scientific and technological leadership and the professional development of teachers.\nBased on the conclusions, the specific suggestions are provided to the education administration authorities and principals and teachers of elementary and middle schools in Taoyuan City.