8-179研究生:許哲銘

指導教授:陳木金 博士
學位類別: 碩士
校院名稱: 國立台北教育大學
系所名稱: 教育政策與管理研究所
學號: 958D002
學年度: 96
語文別: 中文
論文頁數: 221

論文題目及摘要(中文)

國民小學校長時間品質管理與專業知能實踐之研究－以臺灣北區五縣市為例

本 研究旨在探討國民小學校長時間品質管理與專業知能實踐的內涵與現況。本研究方法為文獻分析、問卷調查、個別訪談法。而問卷調查樣本為臺灣北區五縣市（基隆市、台北市、台北縣、桃園縣、宜蘭縣）公立國民小學校長共641人，可用問卷240份，可用率為80%。個別訪談對象為曾榮獲教育部校長領導卓越獎與學校創新經營獎之現職國民小學校長3位。研究工具包含自編之「國民小學校長時間品質管理與專業知能實踐調查問卷」、「國民小學校長時間品質管理與專業知能實踐研究結果分析個別訪談大綱」。本研究統計方法為描述性統計、t 考驗、單因子變異數分析與薛費法事後比較、皮爾森積差相關、內容分析等方法。根據研究結果與分析後歸納之研究結論如下：
壹、校長時間品質管理之現況：
國民小學校長在時間品質管理調查問卷各向度中，以「計畫」的向度得分最高，其次分別是「評估」、「服務」，而以「執行」得分最低，各向度得分皆為高程度。
貳、校長專業知能實踐之現況：
國民小學校長在專業知能實踐調查問卷各向度中，以「行政管理」的向度得分最高，其次分別是「校務發展」、「專業責任」、「公共關係」，而以「教學領導」得分最低，除「教學領導」得分為中高程度外，其他各向度得分皆為高程度。
參、校長背景變項中，最高學歷、學校規模在校長時間品質管理的差異達顯著水準，但性別、年齡、擔任校長年資與學校所在縣市未達顯著差異。
肆、校長背景變項中，學校所在縣市在校長專業知能實踐的差異達顯著水準，而性別、年齡、最高學歷、擔任校長年資、學校規模未達顯著差異。
伍、國民小學校長在整體校長時間品質管理中得分程度之高分組，發現其在「專業知能實踐」各向度，顯著優於中、低分組。
陸、校長時間品質管理與專業知能實踐間呈顯著正相關。
最後，本研究依研究結果分別提出以下建議：
壹、對教育行政機關的建議
一、校長培訓與進修融入企業領導與管理相關課程，提昇校長因應教育變革之能力。
二、提供完善與多元的進修制度，以滿足校長專業知能之需求。
三、籌設校長時間品質管理工作坊，以涵養校長全人領導的教育觀。
四、透過研習進修與實務推展，強化校長教學領導能力。
五、推動中央層級校長證照制度，增進校長專業知能與實踐能力。
六、支持校長專業發展，激勵校長專業發展動能。
貳、對國民小學校長的建議
一、涵養符合自然法則之價值觀與教育使命感，並以服務為領導首要考量。
二、有效運用八個習慣，發揮校長時間品質管理之效能。
三、積極參與校長專業社群，以增進專業知能互動與成長。
四、有效運用溝通技巧，營造良好公共關係，發揮校長時間品質管理的效能。
五、致力於教學領導能力的提昇，激勵與引導教師教學專業發展。
六、妥適安排適度的休閒活動，以健康的身心推展校務。

論文題目及摘要(英文)

A study on the time quality management and practice of professional knowledge of an elementary school principal－Take Five cities and counties in the north area of taiwan as an examples

The purpose of the study was to find out the current situation of time quality management and practice of professional knowledge of primary school principals. The study employed the documents analysis, survey research and single interview. The research collected data from public primary school principals in five cities of north Taiwan (Keelung, Taipei, Taipei county and Ilan). The number of principals is 641 and response rate is 80% with 240 questionnaires in total. The object of single interview is three in-service primary school principals who had been awarded of excellent principal award and school innovation management award. The researcher designed a "Questionnaire for investigation of Time Quality Management and Professional Knowledge practice of Primary School Principal" and "Research Results Outline of Focus Interview with Time Quality Management and Professional Knowledge Practice of Primary School principals." The statistical analysis adopted descriptive statistic, T-test, One-way ANOVA, Scheffe's Posterior comparisons, Pearson product-moment correlation and content analysis. The conclusions based on the research results and are:
1. The current situation of principals' time quality management.
The domain, project, in the questionnaire of time management investigation of primary school principals got the highest scores. And the order of the hierarchy as followings: evaluation, service. The execution got the lowest scores. All domains scores were high levels.
2. The current situation of principal professional knowledge practice.
Among the domains in the questionnaire of professional knowledge practice of primary school principals, the administrative management got the highest scores. And the orders of the hierarchy were as followings: school development, professional responsibility, public relations. The instruction leadership got the lowest scores. All domains scores were high levels except the instruction leadership was medium-high level.
3. In the variables of principal's background, the education background and the scale of school were significant different in time quality management; but the gender, age, seniority and the location of school were not significant.
4. In the variables of principal's background, the location of school was significant in professional knowledge; but the gender, age, highest education background, seniority and the scale of school were not.
5. The group of higher scores in the time quality management of primary school principals was better than mid and lower groups in every domain of professional knowledge.
6. The time quality management and professional knowledge of principals was significantly positive relative.
Based on the research results, the study has following suggestions:
1. To educational administration
(1)Integrate the enterprise leadership and management related courses to the developing and training of principals to enhance the ability of dealing with education change reformation.
(2)Provide an integral and multiple system of further education to satisfy the needs of professional knowledge of principals.
(3)Constitute the workshop of time quality management of principals, to develop the leadership in educational concepts.
(4)Strengthen the leadership of principals through further education and promotion of affairs.
(5)Promote principal license in central level to enhance professional knowledge and practice of principals.
(6)Support the professional development of principals and animat the kinetic energy of the principals' professional development.
2. To primary principals
(1) Develop values and feelings of mission accord with natural dogma and consider service as first in leadership.
(2)Use eight habits effectively to increase the time quality management effectiveness of principals.
(3)Join professional clubs of principals actively to enhance the interaction and development of professional knowledge.
(4)Use communication skills effectively to create good public relation to increase the effectiveness of time quality management of principals.
(5)Aim for the promotion of leadership to inspire and conduct the professional teaching development of teachers.
(6)Arrange leisure activities properly to run the management of school with wholesome mind.

關鍵字：

1. 國民小學校長 ; 時間品質管理 ; 專業知能實踐
2. Primary school principals ; time quality management ;
practice of professional knowledge