我國幼托園所長教學領導知覺之相關性研究

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題名	我國幼托園所長教學領導知覺之相關性研究 A study on the awareness of instructional leadership by Taiwan`s preschool directors.
作者	張君如 Chang, Chun-Ju
貢獻者	簡楚瑛 Chien, Chu-Ying 張君如 Chang, Chun-Ju
關鍵詞	幼托園所幼托園所長幼托園所教師教學領導教學領導知覺 kindergarten and preschool preschool directors preschool teachers instructional leadership awareness of instructional leadership
日期	2006
上傳時間	17-Sep-2009 14:46:36 (UTC+8)
摘要	近年來國內對學前教育研究之焦點漸跳脫課程與教學、教師與幼兒等範疇，而對學前教育組織(幼稚園、托兒所)或組織領導者(園所長)的關切亦日趨重視，亦顯現園所長對幼兒園教學品質的關係。本研究旨在探討台灣幼托園所長教學領導知覺及其相關因素。本研究採問卷調查法進行資料蒐集，問卷調查對象以台灣北、中、南、東四區共計7539公私立園所之園所長與教師為母群體，採分層隨機抽樣方式進行，對園所長與教師分別發出754份問卷，園所長部份回收400份(回收率53.05%)，教師部份回收395份(回收率52.38%)。研究工具乃依據De Bevois(1984)、Murphy(1990)、李安明(2001)、及McEwan(2003)之理論與架構為基礎，經專家審題及預試結果，修正發展成適於國內幼教領域使用之「幼托園所長教學領導問卷」。問卷回收後以SPSS 12.01套裝軟體進行資料分析。資料分析方法主要採敘述統計、信度分析、因素分析、t考驗、單因子變異數分析及薛費多重比較法，作為資料處理方法。本研究之主要發現如下：一、幼托園所長教學領導內涵包括五層面，包括：形成與傳遞園所教學目標、確保課程與教學品質、營造良好學習氣氛與工作環境、促進教師專業成長以及賦權教師。二、幼托園所長與教師對「幼托園所長教學領導」知覺程度皆非常高，且無差異。三、在幼托園所長部份，不同「年齡」、「服務年資」、「園所地區」、「園所性質」、「園所規模」者對「幼托園所長教學領導」知覺程度有所差異。四、在幼托園所教師部份，不同「園所性質」、「園所規模」之幼托園教師對「幼托園所長教學領導」知覺程度有所差異。最後依據本研究結果分析與結論，對於幼托園所長、幼教行政機關與規劃園所長研習單位以及後續研究者提出具體建議以茲參考。 Recently, the research focus of early childhood education has gradually put more emphasis on preschool directors in Taiwan. Much research has shown that preschool directors play a key role in preschool quality, and that their leadership also has an impact on preschools. Some scholars had emphasized that preschool directors’ leadership consist of two parts: administration leadership and instructional leadership. Somehow, there was gradually more research on administration leadership, but still very few on preschool directors’ instructional leadership. Therefore, the main purpose of this study was to understand the awareness of preschool directors’ instructional leadership between preschool directors themselves and preschool teachers in Taiwan. In addition, the study was also done to identify the background factors that would influence directors’ and teachers’ awareness of directors’ instructional leadership. This study was executed using a questionnaire survey. A sample population of 754 public and private preschool directors, along with 754 teachers, participated using the survey tool, Preschool Directors’ Instructional Leadership Questionnaire, which was developed by researcher according to literature review. 400 questionnaires (effective return rate is 53.05%) were returned by directors, and 395 (effective return rate is 52.38%) by teachers. This study reports four major findings: (1) Preschool directors’ instructional leadership includes 5 dimensions:(a)To frame and communicate the school’s instructional goals; (b)To ensure learning and teaching quality; (c) To build a positive learning and working climate; (d) To promote teachers’ professional growth; (e) To delegate authority to teachers. (2) Both preschool directors and teachers had very high-degree awareness of directors’ instructional leadership. And there was no difference between the directors’ and teachers’ awareness. (3) Different age, working experience, school area, school type, and school scale have influenced preschool directors’ awareness of their instructional leadership. (4) Different school type and scale have influenced preschool teachers’ awareness of directors’ instructional leadership. Keywords: awareness of instructional leadership, preschool directors、preschool teachers、kindergarten and preschool
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描述	碩士國立政治大學幼兒教育所 93157010 95
資料來源	http://thesis.lib.nccu.edu.tw/record/#G0093157010
資料類型	thesis

dc.contributor.advisor	簡楚瑛	zh_TW
dc.contributor.advisor	Chien, Chu-Ying	en_US
dc.contributor.author (Authors)	張君如	zh_TW
dc.contributor.author (Authors)	Chang, Chun-Ju	en_US
dc.creator (作者)	張君如	zh_TW
dc.creator (作者)	Chang, Chun-Ju	en_US
dc.date (日期)	2006	en_US
dc.date.accessioned	17-Sep-2009 14:46:36 (UTC+8)	-
dc.date.available	17-Sep-2009 14:46:36 (UTC+8)	-
dc.date.issued (上傳時間)	17-Sep-2009 14:46:36 (UTC+8)	-
dc.identifier (Other Identifiers)	G0093157010	en_US
dc.identifier.uri (URI)	https://nccur.lib.nccu.edu.tw/handle/140.119/32883	-
dc.description (描述)	碩士	zh_TW
dc.description (描述)	國立政治大學	zh_TW
dc.description (描述)	幼兒教育所	zh_TW
dc.description (描述)	93157010	zh_TW
dc.description (描述)	95	zh_TW
dc.description.abstract (摘要)	近年來國內對學前教育研究之焦點漸跳脫課程與教學、教師與幼兒等範疇，而對學前教育組織(幼稚園、托兒所)或組織領導者(園所長)的關切亦日趨重視，亦顯現園所長對幼兒園教學品質的關係。本研究旨在探討台灣幼托園所長教學領導知覺及其相關因素。本研究採問卷調查法進行資料蒐集，問卷調查對象以台灣北、中、南、東四區共計7539公私立園所之園所長與教師為母群體，採分層隨機抽樣方式進行，對園所長與教師分別發出754份問卷，園所長部份回收400份(回收率53.05%)，教師部份回收395份(回收率52.38%)。研究工具乃依據De Bevois(1984)、Murphy(1990)、李安明(2001)、及McEwan(2003)之理論與架構為基礎，經專家審題及預試結果，修正發展成適於國內幼教領域使用之「幼托園所長教學領導問卷」。問卷回收後以SPSS 12.01套裝軟體進行資料分析。資料分析方法主要採敘述統計、信度分析、因素分析、t考驗、單因子變異數分析及薛費多重比較法，作為資料處理方法。本研究之主要發現如下：一、幼托園所長教學領導內涵包括五層面，包括：形成與傳遞園所教學目標、確保課程與教學品質、營造良好學習氣氛與工作環境、促進教師專業成長以及賦權教師。二、幼托園所長與教師對「幼托園所長教學領導」知覺程度皆非常高，且無差異。三、在幼托園所長部份，不同「年齡」、「服務年資」、「園所地區」、「園所性質」、「園所規模」者對「幼托園所長教學領導」知覺程度有所差異。四、在幼托園所教師部份，不同「園所性質」、「園所規模」之幼托園教師對「幼托園所長教學領導」知覺程度有所差異。最後依據本研究結果分析與結論，對於幼托園所長、幼教行政機關與規劃園所長研習單位以及後續研究者提出具體建議以茲參考。	zh_TW
dc.description.abstract (摘要)	Recently, the research focus of early childhood education has gradually put more emphasis on preschool directors in Taiwan. Much research has shown that preschool directors play a key role in preschool quality, and that their leadership also has an impact on preschools. Some scholars had emphasized that preschool directors’ leadership consist of two parts: administration leadership and instructional leadership. Somehow, there was gradually more research on administration leadership, but still very few on preschool directors’ instructional leadership. Therefore, the main purpose of this study was to understand the awareness of preschool directors’ instructional leadership between preschool directors themselves and preschool teachers in Taiwan. In addition, the study was also done to identify the background factors that would influence directors’ and teachers’ awareness of directors’ instructional leadership. This study was executed using a questionnaire survey. A sample population of 754 public and private preschool directors, along with 754 teachers, participated using the survey tool, Preschool Directors’ Instructional Leadership Questionnaire, which was developed by researcher according to literature review. 400 questionnaires (effective return rate is 53.05%) were returned by directors, and 395 (effective return rate is 52.38%) by teachers. This study reports four major findings: (1) Preschool directors’ instructional leadership includes 5 dimensions:(a)To frame and communicate the school’s instructional goals; (b)To ensure learning and teaching quality; (c) To build a positive learning and working climate; (d) To promote teachers’ professional growth; (e) To delegate authority to teachers. (2) Both preschool directors and teachers had very high-degree awareness of directors’ instructional leadership. And there was no difference between the directors’ and teachers’ awareness. (3) Different age, working experience, school area, school type, and school scale have influenced preschool directors’ awareness of their instructional leadership. (4) Different school type and scale have influenced preschool teachers’ awareness of directors’ instructional leadership. Keywords: awareness of instructional leadership, preschool directors、preschool teachers、kindergarten and preschool	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---------------------------------3 第三節重要名詞釋義--------------------------------------3 第四節研究範圍與限制------------------------------------4 第二章文獻探討---------------------------------------------6 第一節教學領導之定義與內涵--------------------------------7 一、教學領導之定義-------------------------------------7 二、教學領導之內涵-------------------------------------13 三、幼托園所長教學領導內涵之分析-------------------------27 第二節幼托園所長教學領導之相關研究-------------------------33 一、國內研究-------------------------------------------33 二、國外研究-------------------------------------------36 三、教學領導相關研究分析探討----------------------------39 第三節教學領導研究工具之討探------------------------------45 第三章研究計與實施-----------------------------------------51 第一節研究架構------------------------------------------51 第二節研究方法------------------------------------------53 第三節研究對象------------------------------------------54 第四節研究工具------------------------------------------56 第五節研究流程------------------------------------------67 第六節資料處理與分析方法---------------------------------68 第四章研究結果與討論---------------------------------------69 第一節幼托園所長及教師對「幼托園所長教學領導」知覺之現況分析--69 第二節不同變項之幼托園所長對「幼托園所長教學領導」知覺之差異情形-78 第三節不同變項之幼托園教師對「幼托園所長教學領導」知覺之差異情形-87 第五章結論、討論與建議-----------------------------------104 第一節結論與討論----------------------------------------104 第二節研究建議------------------------------------------105 參考文獻--------------------------------------------------107 中文部份------------------------------------------------107 西文部份------------------------------------------------110 附表附表 2-1-1 國內學者教學領導定義彙表-------------------------115 附表 2-1-2 國外學者教學領導定義彙表-------------------------116 附表 2-1-3 國內外學者對教學領導內涵面向分類彚整表-------------117 附表 2-2-1 國內教學領導相關研究彙整(依年代排序)--------------121 附表 2-2-2 國外教學領導相關研究彙整-------------------------123 附表 2-3-1 國內教學領導研究工具彙整表-----------------------125 附表 2-3-2 國外教學領導研究工具彙整表-----------------------127 附錄附錄一參與專家意見調查之專家學者名單-----------------------128 附錄二專家意見調查問卷首頁信函-----------------------------129 附錄三專家意見調查問卷------------------------------------130 附錄四預試問卷-------------------------------------------137 附錄五正式問卷調查首頁信函--------------------------------141 附錄五正式問卷(園所長用)----------------------------------142 附錄六正式問卷(教師用)-----------------------------------146 表目次表 2-1-1 領導和管理之區別表-----------------------------------------7 表 3-3-1 正式/預式研究樣本抽樣分配表-------------------------------54 表 3-3-2 預試問卷寄發與回收情形摘要表------------------------------55 表 3-3-3 正式問卷寄發與回收情形摘要表------------------------------55 表 3-4-1 幼托園所長教學內涵表：形成與傳遞園所教學願景目標-----------57 表 3-4-2 幼托園所長教學內涵表：確保課程與教學品質------------------57 表 3-4-3 幼托園所長教學內涵表：營造良好學習氣氛---------------------58 表 3-4-4 幼托園所長教學內涵表：創造支持性的工作環境-----------------59 表 3-4-5 幼托園所長教學內涵表：促進教師專業成長---------------------59 表 3-4-6 幼托園所長教學內涵表：授權教師-----------------------------60 表3-4-7 題目與總分相關係數摘要表----------------------------------61 表3-4-8 幼托園所長教學領導量表之項目分析摘要表-----------------62 表 3-4-9 預試問卷各構面刪題前後之解釋變異量及其保留題項------------64 表 3-4-10因素分析摘要表-------------------------------------------65 表 3-4-11幼托園所長教學領導調查問卷信度分析摘要-------------------66 表 4-1-1 幼托園所長對「幼托園所長教學領導」知覺在各向度及總量表填答之平均數與標準差摘要表--------------------------------------70 表 4-1-2 兼任行政職教師對「幼托園所長教學領導」知覺情形各向度填答之平均數與標準差摘要表--------------------------------------70 表 4-1-3 一般教師對「幼托園所長教學領導」知覺情形各向度填答之平均數與標準差摘要表----------------------------------------------71 表 4-1-4 整體幼托園所教師對「幼托園所長教學領導」知覺情形各向度填答之平均數與標準差摘要表-----------------------------------72 表 4-1-5 幼托園所長與教師對「幼托園所長教學領導」知覺情形各題填答之平均數與標準差摘要表-------------------------------------72 表4-1-6 幼托園所長與整體教師對「幼托園所長教學領導」知覺之t考驗-----74 表4-1-7幼托園所長與教師對「幼托園所長教學領導」知覺之單因子變異數分析 -----------------------------------------------------------75 表4-2-1園所長年齡在幼托園所長教學領導知覺之單因子變異數分析-------79 表4-2-2不同服務年資園所長在幼托園所長教學領導知覺之單因子變異數分析- ---------------------------------------------------------80 表4-2-3不同學歷園所長在幼托園所長教學領導知覺之單因子變異數分析---81 表4-2-4不同地區園所長在幼托園所長教學領導知覺之單因子變異數分析---83 表4-2-5不同園所地區園所長在幼托園所長教學領導知覺之單因子變異數分-84 表4-2-6不同園所規模園所長在幼托園所長教學領導知覺之單因子變異數分析- ----------------------------------------------------------85 表4-3-1不同年齡幼托園所教師對幼托園所長教學領導知覺之單因子變異數-87 表4-3-2不同服務年資幼托園所教師在「幼托園所長教學領導」知覺之單因子變異數分析---------------------------------------------------89 表4-3-3不同學歷幼托園所教師在幼托園所長教學領導知覺之單因子變異數分析-------------------------------------------------------90 表4-3-4 不同職位教師在幼托園所長教學領導知覺之t考驗---------------91 表4-3-5不同地區園所教師在幼托園所長教學領導知覺之單因子變異數分---92 表4-3-6不同園所性質教師在幼托園所長教學領導知覺之單因子變異數分析-93 表4-3-7不同園所規模教師在幼托園所長教學領導知覺之單因子變異數分析-94 表4-4-1幼托園所長背景變項在「幼托園所長教學領導」知覺差異檢定結果摘要表----------------------------------------------------99 表4-4-2 幼托園所教師背景變項在「幼托園所長教學領導」知覺差異檢定結果摘要表---------------------------------------------------101 圖目次圖 2-1-1 Bossert, Dwyer, Rowan與Lee等人之教學管理檢視架構圖-------14 圖 2-1-2 Snyder之教學領導模式--------------------------------------15 圖 2-1-3 Hallinger & Murphy之教學領導架構圖-------------------------17 圖 2-1-4 Duke之教學領導願景圖--------------------------------------18 圖 2-1-5 Murphy之教學領導架構圖------------------------------------19 圖 3-1-1 研究架構圖------------------------------------------------51 圖 3-1-2 本研究之教學領導內涵架構圖--------------------------------53 圖 3-5-1研究實施流程圖--------------------------------------------67	zh_TW
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dc.language.iso	en_US	-
dc.source.uri (資料來源)	http://thesis.lib.nccu.edu.tw/record/#G0093157010	en_US
dc.subject (關鍵詞)	幼托園所	zh_TW
dc.subject (關鍵詞)	幼托園所長	zh_TW
dc.subject (關鍵詞)	幼托園所教師	zh_TW
dc.subject (關鍵詞)	教學領導	zh_TW
dc.subject (關鍵詞)	教學領導知覺	zh_TW
dc.subject (關鍵詞)	kindergarten and preschool	en_US
dc.subject (關鍵詞)	preschool directors	en_US
dc.subject (關鍵詞)	preschool teachers	en_US
dc.subject (關鍵詞)	instructional leadership	en_US
dc.subject (關鍵詞)	awareness of instructional leadership	en_US
dc.title (題名)	我國幼托園所長教學領導知覺之相關性研究	zh_TW
dc.title (題名)	A study on the awareness of instructional leadership by Taiwan`s preschool directors.	en_US
dc.type (資料類型)	thesis	en
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