國民中學校長教學領導、導師正向管教與班級經營效能關係之研究

A Study on the Relationships Among Principals' Instructional Leadership, Homeroom Teachers' Positive Discipline and Classroom Management Effectiveness in Junior High Schools

隨著十二年國民基本教育的推展及相關革新方案的實施，以及新課程綱要的規劃與執行，身為國民中學校長，應具體展現教學領導之影響力，引導導師積極涵養正向管教知能及精進教學實力，進而促進學生有效學習及班級經營效能之提升。本研究旨在探討國民中學校長教學領導、導師正向管教與班級經營效能之現況與關係，並且運用中介效果模式，分析三者之間的關聯性。為達成上述目的，本研究採用問卷調查法。獲得的結論主要包括：國民中學校長教學領導層面在「確保教學品質」、導師正向管教層面在「正面的班級文化」、班級經營效能層面在「班級常規實踐」有較佳表現；國民中學校長教學領導、導師正向管教與班級經營效能三者之間具有密切關聯性，且三者關係模式適配情形良好；國民中學校長教學領導會透過整體導師正向管教之中介作用，正面影響班級經營效能。

Based on the development of twelve-year basic education which focused on the planning and execution of the new curriculum guidelines, the principals should show the influence of instructional leadership to guide homeroom teachers to cultivate the knowledge and ability of positive discipline, and to improve their teaching strength in junior high schools to enhance students' learning and class management. The main purposes of this research were to explore the current circumstances and relationships among principals' instructional leadership, homeroom teachers' positive discipline and classroom management effectiveness in junior high schools. The data were analyzed by using mediated-effects model. The conclusions were as follows. The performance was high in “ensuring the quality of teaching” of principals' instructional leadership, “positive classroom culture” of homeroom teachers positive discipline, and “the practice of classroom routine” of classroom management effectiveness. The significant correlations among the three variables above were found, and data fit mediated-effects model. The relationship between principals' instructional leadership and classroom management effectiveness was mediated by homeroom teachers' positive discipline.