國民小學校長反思與校長專業能力發展之研究

Abstract

本研究旨在探究國民小學校長反思與校長專業能力發展之關係。本研究方法以問卷調查法進行，問卷調查樣本以臺灣地區台北市、台北縣、基隆市、宜蘭縣、桃園縣、新竹縣、苗栗縣等八個縣市之公立國民小學校長為研究對象，共抽樣444人，樣本回收329份，回收率達74.01%；樣本可用329份，可用率達74.01%。研究工具包含自編之「國民小學校長反思調查問卷」與採用之「國民小學校長專業能力發展調查問卷」；本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式（SEM）分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下：\n一、國民小學校長反思之內涵包括反思的態度、反思的內容、反思的策略、反思的支持與反思的行動。\n二、國民小學校長專業能力發展之內涵包括校務發展、行政管理、教學領導、公共關係、專業責任。\n三、校長反思的得分程度佳，並以「反思的內容」得分最高，而「反思的策略」得分最低。\n四、校長專業能力發展的現況得分程度佳，並以「行政管理」能力表現最佳，以「教學領導」能力得分最低。\n五、背景變項中，校長性別和校長年齡在校長反思的得分差異達顯著水準，但在最高學歷、校長年資、學校規模、和學校區域未達顯著差異。\n六、背景變項中，校長年齡和學校規模對校長專業能力發展的得分差異達顯著水準，但在校長性別、校長年資、最高學歷和學校區域未達顯著差異。\n七、校長反思與校長專業能力發展間呈顯著正相關。\n八、校長反思對校長專業能力發展具有高度預測力，且以反思的行動最具有預測力。\n九、校長反思對校長專業能力發展的模式經驗證後適配度佳，具有顯著影響力。\n最後，本研究依研究結果分別提出以下建議：\n壹、對教育行政機關的建議\n一、校長培訓課程宜應嵌入有關校長反思的學習，藉由反思提昇校長專業能力並增進學校經營績效。\n二、辦理有關校長反思之研習課程或其他校長在職進修課程，以持續發展校長專業能力。\n三、統合相關資源成立校長社群網絡，以建置校長資料庫與分享資源的平台。\n貳、對國民小學校長的建議\n一、建置校長網絡分享空間，以幫助校長成長與發展\n二、組成校長專業社群以增進交流、激盪與對話\n三、注重校長反思與實踐能力，以提升校長專業能力。

The main purpose of this study is to probe into the relationship of principal’s reflection and principal’s professional competence development in elementary schools. Questionnaires Investigation as the research method are used in this study. The research instrument was distributed to 444 public elementary school principals inclusive of Taipei City, Taipei County, Keelung City, I-Lan County, Taoyuan County, Hsin Chu County, and Miaoli County. There are totally 329 valid samples used in this study.\nThe data obtained is interpreted by descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, multiple regression and SEM through the use of LISREL 8.71. \nThe conclusions drawn from the study are as follows:\n1.The principal’s reflection includes: the attitude of reflection, the content of reflection, the strategy of reflection, the advantage of reflection, and the action of reflection.\n2.The principal’s professional competence development includes: school development, administrative government, instructional leadership, public relation, and professional responsibility.\n3.All elements of the elementary principals’ reflection get positive outcomes, and among them, the dimension of “the content of reflection” ranks the highest, “the strategy of reflection” ranks last.\n4.All elements of the elementary principals’ professional competence development receive positive outcomes. Among them, the dimension of “administrative government” ranks the highest, “instructional leadership” dimension ranks last.\n5.The elementary school principals’ background demography including gender and age reach a significant difference with all the principals’ reflection.\n6.The elementary school principals’ background demography age and school size incur a significant difference with all the principals’ professional competence development.\n7.The principals’ reflection for elementary school principals are positively correlated with the principals’ professional competence development.\n8.The principal’s reflection could effectively predict the principal’s professional competence development, especially “the action of reflection” dimension.\n9.The model of the principal’s reflection to the principal’s professional competence development for an elementary school principal is proved proper.\nBased on the research results, the researcher proposes some suggestions for “Educational Administrative Agencies” and “the principals of elementary schools”, hoping to benefit the pre-training classes of principals and in-service education of school principals in the future.