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論文名稱: 台北縣國民小學校長教學領導與教師教學效能關係之研究
論文名稱: A Study of Relationship between Elementary School
Principals’ Instructional Leadership and Teachers’
Teaching Effectiveness in Taipei County
研究生: 林惠煌
指導教授: 陳木金博士 Mu-Jin Chen
學位類別: 碩士
校院名稱: 國立台北師範學院
系所名稱: 國民教育研究所
學年度: 91
語文別: 中文
論文頁數: 222
關鍵字: 校長教學領導
教師教學效能
[論文摘要]
本研究旨在探討台北縣國民小學校長教學領導與教師教學效能之關係。首先在了解國小教育人員所知覺的校長教學領導與教師教學效能之現況，其次在探討不同背景變項之國小教育人員所知覺的校長教學領導與教師教學效能之差異情形，再其次分析校長教學領導與教師教學效能之關係，並探討校長教學領導低中高三組的得分情形在教師教學效能上是否有所差異。
本研究除以文獻分析法，分析校長教學領導與教師教學效能之理論與相關研究外，並兼採問卷調查法，以台北縣國民小學校長、主任、教師為研究對象，其中取樣80位校長、160位主任、教師560位教師，合計800人，實際有效樣本校長61位、主任107位、教師389位，共計557人。使用的工具為校長教學領導量表與教師教學效能量表。根據受試者的填答結果，再分別以平均數、標準差、ｔ考驗、單因子變異數分析、積差相關等統計方法，進行資料處理分析。
本研究所獲致之結論如下：
一、台北縣國民小學教育人員所知覺到校長教學領導的整體情況還算良好。
二、校長教學領導部份行為的表現仍可再加強。
三、台北縣國民小學教育人員所知覺到教師教學效能的整體情況良好
四、不同性別、服務年資、擔任職務及學校創校歷史之台北縣國民小學教育人員所知覺到的校長教學領導行為有顯著差異；而不同學歷、學校規模及學校所在地的台北縣國民小學教育人員所知覺到的校長教學領導行為並無顯著差異。
五、不同服務年資、學校創校歷史之台北縣國民小學教育人員所知覺到的教師教學效能有 顯著差異；而不同性別、擔任職務、學歷、學校規模及學校所在地的台北縣國民小學教育人員所知覺到的教師教學效能並無顯著差異。
六、校長教學領導與教師教學效能之間有顯著的正相關存在。
七、校長實施教學領導確實有助於提昇教師教學效能。
依據研究結果，本研究提出以下建議：
一、對教育行政機關的建議
（一）校長的培育課程，應強化校長教學領導知能的養成，特別是教學視導技巧的加強。
（二）建立區域間學校的教師輪調制度，活絡學校人力資源。
二、對國民小學校長的建議
（一） 校長應致力專業發展，堅持教學領導的理念。
（二） 落實補救教學措施，提昇學生學習成效
（三） 廣開校務參與管道，建立職務輪調制度。
（四） 加強對資淺教師的輔導與協助，以提昇初任教師的教學成效
（五） 激發資深優良教師的熱忱，鼓勵其傳承優良教學技術。
（六） 校長應致力於提昇教師的專業品質與重視學生的學習成效
三、對國民小學教師的建議
（一） 強化教師專業成長，提升教師教學效能。
（二） 教師應靈活教學策略，以提高學生的學習效果。
（三）體認校長為教學領導者，進而支持校長的教學領導。
四、對未來研究的建議
（一）在研究架構方面：可增列不同背景變項，及進一步探討學校的組織氣氛、教師工作
的滿意度等影響因素。
（二）在研究對象方面：可擴增至其他地區之公私立國民小學，並可進一步了解教育行政
機關的人員及家長、學生的想法，將使研究結果更豐富。
（三）在研究方法方面：本研究以問卷調查法為主，可再增加質的研究，以實地觀察、深
度訪談等方法，蒐集更深入的資料，兼容質量研究典範，以補問卷調查之不足。
關鍵詞：校長教學領導、教師教學效能
A Study of Relationship between Elementary
School Principals’ Instructional Leadership and Teachers’Teaching Effectiveness
in Taipei County
The main purpose of this study was to (1) understand
the current situation of elementary school teachers’ perceptions toward principals’
instructional leadership behaviors and teachers’ teaching effectiveness, (2)
explore the perceptive differences between teachers from different backgrounds
and principals on these two areas, (3) analyzing the relationships between principals’
instructional leadership behaviors and teachers’ teaching effectiveness. Besides,
the researcher also intends to investigate whether principals’ instructional
leadership behaviors of three different levels can influence teachers’ teaching
effectiveness.
In addition to the reviews of related literatures on principals’instructional
leadership and teachers’ teaching effectiveness, the questionnaire was the main
instrument for data collection. The instrument comprises two parts: Elementary
School Principals’ Instruction Leadership Behaviors Scale and Elementary School
Teachers’ Teaching Effectiveness Scale. The samples included 61 principals,
107 school administrators, and 389 teachers from elementary schools of Taipei
County. The returned data were analyzed statistically through mean, standard
deviation, t-test, One-way
ANOVA, product-moment correlation analysis. The major results were summarized
as following:
1. The overall situation about the perceptions of elementary school teachers
of Taipei County toward principals’ instructional leadership behaviors is good.
2. The performance of some parts of principals’ leadership behaviors still needs
improvement.
3. The overall situation about the perceptions of elementary school teachers
of Taipei County toward teachers’ teaching efficiencies is good.
4. There were significant differences on the perceptions toward principals’
instructional leadership behaviors between elementary school teachers of Taipei
County with different variables, such as gender, years of service, the job he/she
was responsible for at school and the history of the school.
However, no significant difference was found while the variables, such as
educational background, the size and the location of the school, were taken
into consideration.
5. Significant differences were found on the part of elementary school teachers
’ perceived teachers’ teaching effectiveness, given the consideration of different
years of service, the history of school; nonetheless, there was no
significant difference while the variables of gender, the job the teacher was
responsible for, educational background, the size and location of the school
were taken into consideration.
6. There was positive correlation existed between principals’ instructional
leadership behavior and teachers’ teaching effectiveness.
7. Principals’ instructional leadership behavior did promote teachers’teaching
effectiveness.
Based on research results, this study proposes the following suggestions:
1. Educational authorities should (1) improve principal preparation courses;
intensify principals’ knowledge of instructional leadership, especially the
strengthening of skills. (2) establish the rotation system among schools in
the same area for better usage of human resource.
2. Elementary school principals should (1) devote themselves to professional
development, insist on the belief in
instructional leadership. (2) make sure the implementation of special aid instruction
in order to
improve students’ learning achievements. (3) encourage teachers’ in-service
training on campus in order to meet
teachers’ needs. (4) emphasize the counseling and assistances toward rookie
teachers for the
progress of their teaching achievements. (5) motivate senior teachers’ enthusiasms
to encourage passing on good
pedagogical techniques. (6) principals should endeavor to develop the teachers’
professional qualities and pay attention to students’ learning results.
3.Teachers should(1) promote teaching ability and teaching effectiveness. (2)
apply different pedagogical techniques actively to improve students’ learning
results. (3) identify with the instructional leadership and support principals’
instructional leadership.
4. Future studies should
(1) from research structure perspective: add different variables and try to
have deeper investigation on other possible factors such as the organizational
atmosphere of school, and teachers’ degrees of satisfaction toward the job.
(2) from research sample perspective: enlarge the sample to all of the public
and private elementary schools in other cities and counties. Furthermore, in
order to have more profound results, the thoughts of staffs of educational administration,
parents and students should be included. (3) from research method perspective:
for compensating the deficits of questionnaire research, quality research methodology,
for instance direct observation and interview, can be implemented to acquire
combined quantity and quality research results.
Keyword: 1.Principals’ Instructional Leadership
2. Teachers’ Teaching Effectiveness