校長教學領導、學校知識管理與教師教學效能關係之研究

Abstract

在歷年文獻中，雖然已有大量論文探討校長教學領導與教師教學效能間的關係；但對於中介變項之探討（即間接效果模式），卻較少有人觸及。基於此，本研究之主要目的旨在利用結構方程模式（SEM），分析校長教學領導、學校知識管理、與教師教學效能間的關係。研究架構上，係以校長教學領導為獨立變項、學校知識管理為中介變項，教師教學效能為依變項，利用間接效果模式加以測試，以分析三者間之影響途徑與因果關係。研究時採調查研究法，以台灣地區公立國民中學教師為研究對象。預計發出1200份問卷。在正式問卷回收之後，分別以信度分析、因素分析、皮爾森積差相關、結構方程模式等統計方式對回收的資料進行分析，以探討主要變項間之影響關係與效果。研究結果將提供有關當局參考。

Results drawn from earlier researches support instructional leadership of principals exercise a measurable effect on teacher efficacy. However, the conceptual and methodological tools have created discrepancies in research results. The use of directed-effects model does not resolve the most important theoretical issues concerning the means by which principals achieve an impact on teacher efficacy and how contextual forces influence the exercise of instructional leadership in the schoolhouse. Using the Structural Equation Model (SEM), this study will investigate the relationship between principal’s instructional leadership and teacher efficacy mediated by the condition of school knowledge management. Three related survey and questionnaire will be used to measure the major variables while data collected from a random sample of teachers of junior high schools. It is expected that the results of study will examine the indirect effect of instructional leadership on teacher efficacy.