校長領導、學校氣氛對學生閱讀素養影響之多層次分析：以PISA 2009台灣之資料為例 免費試閱
The Effects of Principal’s Leadership and School Climate on Student’s Reading Literacy: A Multilevel Analysis of Taiwan’s Data from PISA 2009
Principal’s leadership is considered a vital factor in improving student achievement; however, the proposition has seldom been examined in Taiwan since most of the relative domestic researches do not include standardized test dataset due to its inaccessibility. This study utilized Taiwan’s data from Programme for International Student Assessment 2009 (PISA 2009) to explore the effects of principal’s leadership and school climate on student’s reading literacy. In order to elucidate the complex relationships among such variables as principal’s leadership, school climate and student literacy, this study adopted multilevel analysis to examine whether the direct-effects model and the mediated-effects model could be accepted in Taiwan. Five main findings emerged from this study. First, both “to make sure that the professional development activities of teachers are in accordance with the teaching goals of the school” and “to ensure that teachers work according to the school’s educational goals” could have positive impacts on student’s reading literacy. Second, “to observe instruction in classrooms” could have negative impacts on student’s reading literacy. Third, both “to make sure that the professional development activities of teachers are in accordance with the teaching goals of the school” and “to ensure that teachers work according to the school’s educational goals” could have positive effects on student’s reading literacy, which could be mediated by "teacher behavior."
|關鍵詞||多層次分析、校長領導、國際學生能力評量計畫、學生閱讀素養、學校氣氛、multilevel analysis、principal’s leadership、PISA、student’s reading literacy、school climate|