校長轉型領導與教師專業學習社群關係之研究

The Relationship between Principal Transformational Leadership and Teachers’ Professional Learning Community

本研究主要在探究臺北市、新北市國民小學校長轉型領導與教師專業學習社群的現況與關係，問卷施測對象為臺北市、新北市284名參與教師專業學習社群的國小教師，研究工具為「校長轉型領導與教師專業學習社群調查問卷」，資料採平均數、Pearson積差相關、ANOVA、以及線性結構方程模式等進行分析。研究發現為：（1）臺北市與新北市國民小學校長轉型領導表現屬中高程度，其中表現較高者為「理想影響行為」，較低者則是「理想影響特質」與「智性啟發」；（2）臺北市與新北市國民小學教師專業學習社群屬中高程度表現，其中表現較高者為「共享願景」，較低者則是「共享教學實務」、「支持情境」；（3）校長轉型領導與教師專業學習社群具中高度正相關；（4）不同程度校長轉型領導在教師專業學習社群的表現有所差異；（5）校長轉型領導對教師業學習社群具有中度顯著正向影響。最後，研究者根據研究結論提出相關建議，以為校長轉型領導與教師專業學習社群之實務推動、以及未來研究之參考。

The purpose of this study was to explore the current situation of principal transformational leadership and teachers’ professional learning community in Taipei Area， and to review the relationship between of principal transformational leadership and teachers’ professional learning community. The study employed Survey Method called “Principal Transformational Leadership and Teachers’ Professional Learning Community Inventory”. Participants were 284 elementary school teachers. Data were analyzed by means， Pearson correlation， ANOVA， and Linear Structural Relationship. The main findings of this study are as follows: (1) The degrees of principals transformational leadership and professional learning community are at upper middle levels. (2) There is a positive and significant correlation between principal transformational leadership and teachers’ professional learning community. (3) There are significant differences among degrees of principal transformational leadership with regard to the teachers’ professional learning community. (4)Principal transformational leadership has positive and significant effects on the teachers’ professional learning community. According to the research findings， several suggestions for the implementation and further study were proposed.