[張維倩論文全文：請進入全國博碩士論文網：檢索字串輸入張維倩，欄位選擇研究生，進行檢索]

論文名稱: 幼托園所主管教學領導行為與教師教學效能關係之研究

8-145研究生: 張維倩 Chang, Wei-Chien

指導教授: 陳木金 Chen ,Mu-Chin
學位類別: 碩士
校院名稱: 國立政治大學
系所名稱: 幼兒教育所
論文年代: 2004/07
學年度: 民國92年
語文別: 中文
論文頁數: 264
關鍵字: 幼托園所 kindergarten and nursery
幼托園所主管 director of kindergarten and nursery
幼教老師 early childhood teacher
教學領導行為 instructional leadership behavior
教師教學效能 teachers’ teaching effectiveness

　[摘要]
　 本研究旨在探討幼托園所主管教學領導行為與教師教學效能之關係。首先瞭解幼托園
　所主管教學領導行為與教師教學效能之內涵及現況；其次分析不同背景變項在幼托園所主
　管教學領導行為與教師教學效能之差異情形；再者，分析幼托園所主管教學領導行為與教
　師教學效能之相關，以及探討幼托園所主管教學領導行為對教師教學效能各層面之預測力
　。
　 本研究方法除了以文獻分析，分析幼托園所主管教學領導與教師教學效能之理論與相
　關研究，並兼採問卷調查法及訪談調查法，問卷調查之對象以基隆市、臺中縣、臺中市、
　彰化縣、南投縣，已立案之公、私立幼稚園及托兒所教師為母群體，採兩階段抽樣法進行
　取樣，共發出720份問卷，總計回收有效問卷493份（有效回收率68.47%）。使用之研究工
　具為自編之「幼托園所主管領導行為及教師教學效能問卷」，問卷回收後，進行描述性統
　計、t考驗、單因子變異數分析法、皮爾森積差相關、逐步多元迴歸及Scheffe多重
　比較，進行資料分析。在訪談調查部分，乃針對十位幼托園所主管及教師，進行電話訪談
　。本研究所獲致之主要結論如下：
　
　壹、幼托園所主管教學領導行為
　一、幼托園所主管教學領導行為表現積極，其中以「發展支持的工作環境」表現最好。
　二、「園所主管年資」對幼托園所主管教學領導行為達顯著影響；而「園所所處地區」、
　「園所性質」、「園所規模」及「園所主管最高學歷」對幼托園所主管教學領導行為無顯
　著影響。
　
　貳、教師教學效能方面
　一、幼托園所教師教學效能表現良好，其中以「教學互動」表現最好。
　二、「園所性質」、「園所主管年資」、「教師年齡」、「教師任教年資」及「兼任行政
　職務」對幼托園所教師教學效能達顯著影響；而「園所所處地區」、「園所規模」、「園
　所主管最高學歷」、「教師最高學歷」對幼托園所教師教學效能無顯著影響。
　
　參、幼托園所主管教學領導行為與教師教學效能兩者之關係方面
　一、「幼托園所主管教學領導行為」與「教師教學效能」呈現正相關。
　二、「幼托園所主管教學領導行為」對「教師教學效能」具有預測力。
　
　 最後研究者根據研究結果，分別對主管教育行政機關、師資培育機構、幼托園所主管
　、幼托園所教師以及未來研究者等提出相關建議，以期對未來幼教的發展有所助益。
　
　 The main purpose of this study was to: (1) Investigate current situation
　of director instructional leadership behaviors and teachers’ teaching
　effectiveness. (2) Explore director and teachers' perceptual differences on
　these two areas. (3) Analyzing the relationships between director
　instructional leadership behaviors and teachers’ teaching effectiveness.(4)
　Explore the predictive power of director instructional leadership behaviors on
　the part of teachers’ teaching effectiveness.
　 To accomplish these purposes, the methods were adopted literature review,
　questionnaire and interview (telephone survey); both of which served as the
　basis of this study. In questionnaire aspect, the subjects included public and
　private kindergartens and nursery schools in Taiwan. The research was executed
　by questionnaire survey. “The Kindergarten and Nursery directors’
　instructional Leadership Behavior and Teachers’ Teaching Effectiveness
　Questionnaire” was designed to collect data. By means of stratified two-stage
　simple sampling. The samples included 720 teachers, and 493 teachers with an
　effective return rate of 68.47%. With the application of software of SPSS10.07
　for Windows. The questionnaire data analyzed statistically by description
　statistics, t- test, one-way ANOVA, Pearson-moment correlation analysis,
　canonical correlation, multiple stepwise regression analysis, and Scheff&
　eacute;’s posteriori comparison. Interviews had selected ten directors and
　teachers from the sample of questionnaire. The major results were summarized
　as follows:
　
　A. In the respect of director instruction leadership:
　a. Instruction leadership behavior of director is above average. For
　directors, the best dimension is to "develop a supporting environment"
　b. Directors’ years of service have significant influences on director
　instruction leadership. Area, public and private, school size, and highest
　educational degree do not have any significant influences on director
　instruction leadership.
　
　B. In the respect of teachers' teaching effectiveness
　a. Teachers’ teaching effectiveness is above average. For teacher, the best
　dimension is to "instructional interaction".
　b. Public and private, directors’ years of service, teachers’ age, teachers
　’ years of service, part-time administrative teachers have significant
　influences on teachers’ teaching effectiveness. Area, school size, highest
　educational degree of director and highest educational degree of teacher do
　not have any significant influences on teachers’ teaching effectiveness.
　
　C. In the respect of relationships between directors’ instructional
　leadership behaviors and teachers’ teaching effectiveness:
　a. There was positive correlation existed between directors’ instruction
　leadership and teachers’ teaching effectiveness.
　b. Directors’ instruction leadership did promote teachers’ teaching
　effectiveness.
　
　 In the last part, the researcher, based on the findings, proposes some
　suggestions for the education authorities, the teacher training institutions,
　the preschool directors and teachers, and the future researchers, hoping to
　benefit the development of preschool education in the future