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題名 國民中學校長學習領導、教師知識分享與學校進步力關係之研究
A Study on the Relationship among Principals’ Leadership for Learning, Teachers` Knowledge Sharing and Capacity of School Improvement in Junior High Schools
作者 謝糧蔚
Hsieh, Liang-Wei
貢獻者 秦夢群
Chin, Meng-Chun
謝糧蔚
Hsieh, Liang-Wei
關鍵詞 校長學習領導
教師知識分享
學校進步力
Principals’ Leadership for Learning
Teachers` Knowledge Sharing
Capacity of School Improvement
日期 2023
上傳時間 1-Sep-2023 16:15:02 (UTC+8)
摘要 本研究旨在探討國民中學校長學習領導、教師知識分享與學校進步力之間的關係。本研究採用調查研究法，以臺北市與新北市公立國民中學之校長與教師為對象，共發出810份問卷，共獲得有效問卷583份，有效問卷回收率為71.97％。正式問卷回收之後，資料處理以描述性統計、ｔ檢定、單因子變異數分析、皮爾森積差相關、逐步迴歸分析及結構方程模型之統計方法加以分析與探討。
本研究獲得結論如下：
一、國民中學校長和教師對校長學習領導的知覺程度現況良好，以「形塑學生學習文化」表現最佳。
二、國民中學校長和教師對教師知識分享的知覺程度現況良好，以「教師學習機會分享」表現最佳。
三、國民中學校長和教師對學校進步力的知覺程度現況良好，以「校長領導與實踐」表現最佳。
四、男性、37班（含）以上學校之校長和教師在知覺國民中學校長學習領導程度較高。
五、專任教師、臺北市學校、37班（含）以上學校之校長和教師知覺教師知識分享程度較高。
六、男性、30歲（含）以下、37班（含）以上學校之校長和教師知覺學校進步力程度較高。
七、國民中學校長學習領導、教師知識分享與學校進步力彼此之間具有中度至高度正相關。
八、國民中學校長學習領導、教師知識分享對學校進步力具顯著預測力。
九、國民中學校長學習領導、教師知識分享與學校進步力模型適配度良好。
十、國民中學校長學習領導可透過教師知識分享發揮對學校進步力之中介效果。
最後，本研究分從主管教育行政機關、國中校長與未來研究等三個部分提出建議，以供未來研究之參考。
The main purpose of this study is to investigate the relationship among principals’ leadership for learning, teachers` knowledge sharing and capacity of school improvement in junior high schools. The method to carry out this study was using a questionnaire survey. A total of 583 valid outcomes were collected from 810 principals and teachers of public junior high schools in Taipei City and New Taipei City. The effective response rate was 71.97％. All data were analyzed by the methods of descriptive statistics, t-test, one-way ANOVA, Pearson correlation, multiple stepwise regression analysis and structural equation modeling.

The conclusions of this study are as follows:
1. The perception level of junior high school principals and teachers on the principal’s leadership for learning achieves upper-moderate level, and ”shaping the learning culture of student ” is the highlight among all of the dimensions.
2. The perception level of junior high school principals and teachers on the teacher’s knowledge sharing achieves upper-moderate level, and “sharing learning opportunities” is the highlight among all of the dimensions.
3. The perception level of junior high school principals and teachers on the capacity of school improvement gets high score level, and “principals" leading behavior and practice” is the highlight among all of the dimensions.
4. Male principals and teachers and 37 classes (inclusive) or above large-scale schools have a higher degree of awareness of principal’s leadership for learning.
5. Full-time teachers, junior high school in Taipei City and 37 classes (inclusive) or above large-scale schools have a higher degree of awareness of teachers` knowledge sharing.
6. Male principals and teachers, teachers under the age of 30 (inclusive)and 37 classes (inclusive) or above large-scale schools have a higher degree of awareness of capacity of school improvement.
7. Principals’ leadership for learning, teachers` knowledge sharing and capacity of school improvement in junior high schools are moderately to highly correlated with each other as a whole.
8. There are significantly predictive power among principals’ leadership for learning and teachers` knowledge sharing to capacity of school improvement in junior high schools.
9. There are well suited among principals’ leadership for learning, teachers` knowledge sharing and capacity of school improvement in junior high schools.
10. Principals’ leadership for learning could positively affect capacity of school improvement through the mediate effect of teachers` knowledge sharing.

In conclusion, this study provides suggestions for education administration authority, junior high schools principals and future study respectively.
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描述 博士
國立政治大學
教育學系
102152510
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102152510
資料類型 thesis
dc.contributor.advisor 秦夢群zh_TW
dc.contributor.advisor Chin, Meng-Chunen_US
dc.contributor.author (Authors) 謝糧蔚zh_TW
dc.contributor.author (Authors) Hsieh, Liang-Weien_US
dc.creator (作者) 謝糧蔚zh_TW
dc.creator (作者) Hsieh, Liang-Weien_US
dc.date (日期) 2023en_US
dc.date.accessioned 1-Sep-2023 16:15:02 (UTC+8)-
dc.date.available 1-Sep-2023 16:15:02 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2023 16:15:02 (UTC+8)-
dc.identifier (Other Identifiers) G0102152510en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/147244-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 102152510zh_TW
dc.description.abstract (摘要) 本研究旨在探討國民中學校長學習領導、教師知識分享與學校進步力之間的關係。本研究採用調查研究法，以臺北市與新北市公立國民中學之校長與教師為對象，共發出810份問卷，共獲得有效問卷583份，有效問卷回收率為71.97％。正式問卷回收之後，資料處理以描述性統計、ｔ檢定、單因子變異數分析、皮爾森積差相關、逐步迴歸分析及結構方程模型之統計方法加以分析與探討。
本研究獲得結論如下：
一、國民中學校長和教師對校長學習領導的知覺程度現況良好，以「形塑學生學習文化」表現最佳。
二、國民中學校長和教師對教師知識分享的知覺程度現況良好，以「教師學習機會分享」表現最佳。
三、國民中學校長和教師對學校進步力的知覺程度現況良好，以「校長領導與實踐」表現最佳。
四、男性、37班（含）以上學校之校長和教師在知覺國民中學校長學習領導程度較高。
五、專任教師、臺北市學校、37班（含）以上學校之校長和教師知覺教師知識分享程度較高。
六、男性、30歲（含）以下、37班（含）以上學校之校長和教師知覺學校進步力程度較高。
七、國民中學校長學習領導、教師知識分享與學校進步力彼此之間具有中度至高度正相關。
八、國民中學校長學習領導、教師知識分享對學校進步力具顯著預測力。
九、國民中學校長學習領導、教師知識分享與學校進步力模型適配度良好。
十、國民中學校長學習領導可透過教師知識分享發揮對學校進步力之中介效果。
最後，本研究分從主管教育行政機關、國中校長與未來研究等三個部分提出建議，以供未來研究之參考。		zh_TW
dc.description.abstract (摘要) The main purpose of this study is to investigate the relationship among principals’ leadership for learning, teachers` knowledge sharing and capacity of school improvement in junior high schools. The method to carry out this study was using a questionnaire survey. A total of 583 valid outcomes were collected from 810 principals and teachers of public junior high schools in Taipei City and New Taipei City. The effective response rate was 71.97％. All data were analyzed by the methods of descriptive statistics, t-test, one-way ANOVA, Pearson correlation, multiple stepwise regression analysis and structural equation modeling.

The conclusions of this study are as follows:
1. The perception level of junior high school principals and teachers on the principal’s leadership for learning achieves upper-moderate level, and ”shaping the learning culture of student ” is the highlight among all of the dimensions.
2. The perception level of junior high school principals and teachers on the teacher’s knowledge sharing achieves upper-moderate level, and “sharing learning opportunities” is the highlight among all of the dimensions.
3. The perception level of junior high school principals and teachers on the capacity of school improvement gets high score level, and “principals" leading behavior and practice” is the highlight among all of the dimensions.
4. Male principals and teachers and 37 classes (inclusive) or above large-scale schools have a higher degree of awareness of principal’s leadership for learning.
5. Full-time teachers, junior high school in Taipei City and 37 classes (inclusive) or above large-scale schools have a higher degree of awareness of teachers` knowledge sharing.
6. Male principals and teachers, teachers under the age of 30 (inclusive)and 37 classes (inclusive) or above large-scale schools have a higher degree of awareness of capacity of school improvement.
7. Principals’ leadership for learning, teachers` knowledge sharing and capacity of school improvement in junior high schools are moderately to highly correlated with each other as a whole.
8. There are significantly predictive power among principals’ leadership for learning and teachers` knowledge sharing to capacity of school improvement in junior high schools.
9. There are well suited among principals’ leadership for learning, teachers` knowledge sharing and capacity of school improvement in junior high schools.
10. Principals’ leadership for learning could positively affect capacity of school improvement through the mediate effect of teachers` knowledge sharing.

In conclusion, this study provides suggestions for education administration authority, junior high schools principals and future study respectively.		en_US
dc.description.tableofcontents 第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 6
第三節 重要名詞釋義 7
第四節 研究方法與步驟 10
第五節 研究範圍與限制 13
第二章 文獻探討 17
第一節 校長學習領導之相關論述 17
第二節 教師知識分享之相關論述 42
第三節 學校進步力之相關論述 56
第四節 校長學習領導、教師知識分享與學校進步力相關之研究 69
第三章 研究設計與實施 73
第一節 研究架構 73
第二節 研究對象 76
第三節 研究工具 81
第四節 實施程序 90
第五節 資料處理 93
第四章　研究結果分析與討論 95
第一節 國民中學校長學習領導、教師知識分享與學校進步力之現況分析 95
第二節 不同背景變項國民中學校長學習領導、教師知識分享與學校進步力之現況分析 111
第三節 國民中學校長學習領導、教師知識分享與學校進步力之相關分析150
第四節 國民中學校長學習領導、教師知識分享對學校進步力之預測分析 160
第五節 國民中學校長學習領導、教師知識分享與學校進步力之結構方程模式分析 165
第五章　結論與建議 173
第一節 結論 173
第二節 建議 180
參考文獻 189
壹、中文部分 189
貳、外文部分 194
附錄 203
附錄一 校長學習領導量表使用同意書 203
附錄二 教師知識分享量表使用同意書 204
附錄三 學校進步力量表使用同意書 205
附錄四 國民中學校長學習領導、教師知識分享與學校進步力關係調查問卷 206		zh_TW
dc.format.extent 2068042 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102152510en_US
dc.subject (關鍵詞) 校長學習領導zh_TW
dc.subject (關鍵詞) 教師知識分享zh_TW
dc.subject (關鍵詞) 學校進步力zh_TW
dc.subject (關鍵詞) Principals’ Leadership for Learningen_US
dc.subject (關鍵詞) Teachers` Knowledge Sharingen_US
dc.subject (關鍵詞) Capacity of School Improvementen_US
dc.title (題名) 國民中學校長學習領導、教師知識分享與學校進步力關係之研究zh_TW
dc.title (題名) A Study on the Relationship among Principals’ Leadership for Learning, Teachers` Knowledge Sharing and Capacity of School Improvement in Junior High Schoolsen_US
dc.type (資料類型) thesisen_US
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