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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 1-九月-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. 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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-Chun en_US dc.contributor.author (作者) 謝糧蔚 zh_TW dc.contributor.author (作者) Hsieh, Liang-Wei en_US dc.creator (作者) 謝糧蔚 zh_TW dc.creator (作者) Hsieh, Liang-Wei en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-九月-2023 16:15:02 (UTC+8) - dc.date.available 1-九月-2023 16:15:02 (UTC+8) - dc.date.issued (上傳時間) 1-九月-2023 16:15:02 (UTC+8) - dc.identifier (其他 識別碼) G0102152510 en_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) 102152510 zh_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/#G0102152510 en_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 Learning en_US dc.subject (關鍵詞) Teachers` Knowledge Sharing en_US dc.subject (關鍵詞) Capacity of School Improvement en_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 Schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、 中文部分方銘萱（2022）。國民小學校長學習領導、學校組織文化與學校競爭優勢關係之研究（未出版博士論文）。臺北市立大學。余民寧（2006）。潛在變項模式：SIMPLIS的應用。高等教育。李安明（1997）。我國國小校教學領導之研究（行政院國家科學委員會專題研究計畫成果報告，編號：NSC 86-2413-H-134-006），未出版。李安明（1999）。「為教學而行政」的校長教學領導：理論與實務。教育政策論壇，2（2），158-203。李安明（2013）。我國國小校長教學領導：理論與實務（行政院國家科學委員會專題研究計畫成果報告，編號：NSC100-2410-H134-022），未出版。李芝靜（2008）。學習型組織：理論與應用。五南。吳明隆、張毓仁（2011）。SPSS（PASW）與統計應用分析 I。五南。吳清山（1998）。學校效能研究。五南。吳清山、王令宜（2012）。校長學習領導的理念與實踐策略。教育行政研究，2（2），1-21。吳勁甫（2021）。從PISA 2012臺灣資料探究校長領導、學校氣氛對學生數學素養之直接和間接影響作用：多層次結構方程模式之分析。教育政策論壇，24（2），33-73。吳政達（2020）。學校知識治理對教師知識分享與知識轉移之影響：社會資本的中介效果分析。教育研究與發展期刊，16（3），31-65。吳政達、徐宗盛（2013）。學校效能實證研究方法之探析。教育研究月刊，232，18-34。吳珮青（2022）。國民小學校長空間領導、教師知識分享與學校競爭優勢關係之研究（未出版博士論文）。國立政治大學。吳國銘（2019）。國民小學校長學習領導與教師教學效能及學生學習成就之關係研究（未出版之博士論文）。國立臺北教育大學。林明地（2013）。學習領導：理念與實際初探。教育研究月刊，229，18-31。林彩雲、林啟超（2012）。國小教師組織承諾、教師自我效能與知識分享之關係研究。東海教育評論，12，74-101。洪啟昌（2005）。教育行政機關組織文化、知識管理與組織學習關係之研究（未出版博士論文）。國立政治大學。秦夢群（2010）。教育領導理論與應用。五南。秦夢群（2015）。學習領導的行政策略與實施。校長學習領導國際學術研討會發表之論文，臺北市立大學。秦夢群、吳勁甫（2011）。國中校長教學領導、學校知識管理與教師教學效能之多層次分析。教育與心理研究，34（2），1-31。秦夢群、簡瑋成、張義雄（2018）。國中校長學習領導、教師專業學習社群與學生學習表現關係之研究。教育與心理研究，41（1），1-30。陳佩英、焦傳金（2009）。分散式領導與專業學習社群之建構：一所高中教學創新計畫的個案研究。教育科學研究期刊，54（1），55-86。陳建志（2019）。國民小學校長學習領導與學生學習成效關係之研究—以個性化學習為中介變項（未出版之博士論文）。臺北市立大學。陳建志、鐘巧如（2014）。當代分布式領導在教育領導之發展與應用。教育研究與發展期刊，10（3），1-24。陳建志、陳亭燏（2016）。校長教學視導、教師知識分享與教師專業發展之關係--運用中介效果模式驗證。當代教育研究季刊，21（2），69-111。陳添丁（2018）。國民小學校長學習領導、學校組織學習與教師教學效能關係之研究（未出版之博士論文）。國立政治大學。陳寬裕、王正華（2018）。結構方程模型：運用AMOS分析。五南。陳嘉彌、潘慧玲、魏惠娟、張明輝、王麗雲（2004）。當前影響學校發展學習型組織因素之探討。教育與心理研究，27（2），307-324。陳繁興、蔡吉郎、翁福元（2017）。技術型高中校長學習領導、教師專業學習社群與教學效能關係之研究。教育政策論壇，20（4），63-106。張伯瑲（2021）。國民小學學校學習領導、學校進步力與學生學習成效關係之研究（未出版博士論文）。國立政治大學。張明輝（1998）。學校改革的研究內涵與學理基礎。教育研究集刊，1（40），1-21。張明輝（1999）。營造學習型學校，發表於1998年5月20日國立教育資料館主辦、國立臺北師範學院承辦「現代教育論壇」（四）。張德銳（2018）。以校長學習領導推動素養導向教學。台灣教育，711，87-93。教育部（2022）。國民中小學校概況統計（110學年度）。https://stats.moe.gov.tw/bookcase/Basic/111/index.html黃暐睿、劉鎮寧（2019）。國民小學校長學習領導指標建構及其實證調查之研究。臺東大學教育學報，30（4），1-40。葉倩亨（2004）。國民中學教師人情特質、人際情感、組織文化與知識分享關係之研究（未出版博士論文）。國立政治大學。楊詠翔（2023）。中等學校校長學習領導、教師專業資本與學生深層學習關係之研究（未出版博士論文）。國立政治大學。梁歆、黃顯華（2007）。從實施策略的視角簡述美國學校改進的發展歷程。全球教育展望，8，36-40。駐歐盟兼駐比利時代表處教育組（2014）。指派最佳校長協助低表現學校轉型。國家教育研究院國際教育訊息電子報，46。https://teric.naer.edu.tw/wSite/ct?ctNode=647&mp=teric_b&xItem=1176756駐英國代表處教育組（2014）。英國政府將推動卓越校長聯盟方案挽救弱勢學校教育表現。國家教育研究院國際教育訊息電子報，46。https://teric.naer.edu.tw/wSite/ct?ctNode=647&mp=teric_b&xItem=1176771蔡進雄（2018）。從學校效能到學校改進之探析：兼論無靈魂的評鑑。教育行政論壇，10（2），1-14。潘慧玲（1999）。學校效能研究領域的發展。教育研究集刊，43，77-102潘慧玲、陳文彥（2018）。校長促進教師專業學習的槓桿：校長學習領導對教師課堂教學研究影響之中介模式分析。教育研究集刊，64（3），79-121。趙志成（2005）。優質學校計劃與學校改進： 大學與學校協作計劃的經驗。教育學報（香港中文大學），39（1-2），109-123。鄭志強、胡俊與施瀾（2019）。開展日本授業研究的文化因素--從野中郁次郎的知識創造理論來看。當代教育研究季刊，27（2），77-109。鄭彩鳳、鄭玉菁（2014）。校長轉型領導、教師對組織變革接受度與學校競爭優勢關係之研究。當代教育研究季刊，22（1），1-46。鄭燕祥（2004）。教育領導與改革：新範式。高等教育。鄭燕祥（2006）。教育範式轉變：效能保證。高等教育。賴協志（2011）。組織學習的發展歷程、內涵及其與學習型組織之關係。研習資訊雙月刊，28（6），47-60。賴連功（2018）。國小校長學習領導、學校組織學習與學校效能關係之研究（未出版之博士論文）。國立政治大學。謝幸吟、張正平、郭俊麟（2017）。教師專業學習社群知識分享、創意教學與社群召集人轉型領導關係之研究。師資培育與教師專業發展期刊，10（2），139 - 166。謝傳崇、賴協志、徐合慶（2016）。國民小學校長分布式領導、教師組織承諾與資訊通信科技運用關係之研究。教育行政論壇，8（2），1-23。謝傳崇、張進昌（2020）。國民小學校長教學領導、教師工作投入與教學創新關係之研究。師資培育與教師專業發展期刊，13（3），31-58。簡瑋成（2022）。國中小校長學習領導、教師學習領導及學生核心素養關係之研究：素養導向教育觀點。教育科學研究期刊，67（3），37-75。藍秀雯、張弘勳（2022）。臺南市公立幼兒園教保服務人員知識分享與專業發展之調查研究。學校行政雙月刊，140，261-297。蘇淑媛、賴志峰（2019）。臺中市國民小學教師知覺校長學習領導與組織氣氛關係之研究。學校行政雙月刊，120，35-60。貳、 外文部分Aas, M., & Brandmo, C. 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