美國校長教學領導與教學變革之研究：2013年TALIS的省思

A Study on Principals’ Instructional Leadership and Changes in Teaching and Learning in the United States: Lessons from TALIS 2013

教與學之間的聯繫被視為是提升教育品質的重要核心，而校長的教學領導是否會影響學校正向組織氣氛的形成，以及校長個人和學校背景等相關因素是否會影響校長教學領導與學校氣氛之間關係，也在近年來的教育研究中占有相當重要的地位。職是之故，本研究主要選取經濟合作暨發展組織（Organization for Economic Co-operation and Development, OECD）在2013年施行的「教與學國際調查」（Teaching and Learning International Survey, TALIS）中的美國資料為主，透過t-test、one-way ANOVA和相關分析等方法進行資料分析。研究結果顯示，校長教學領導和學校氣氛雖僅具有微弱關係，但校長的個人教育和工作狀況（如年資、教育程度與有無教學義務）以及學校類型（公立或私立）卻會影響校長對於教學領導和學校氣氛之看法。

The connection between teaching and learning has been regarded as the core to improve the quality of education. Moreover, the relationship between principals’ instructional leadership and the school climate along with the background of principals and schools also play an important role in the field of education. The principal investigators conduct a research on the data base of the Teaching and Learning International Survey (TALIS) in 2013, which was administrated by the Organization for Economic Co-operation and Development (OECD). Several statistical analyses, like t-test, One-way ANOVA and relation analysis, were conducted respectively. The researchers indicate the weak relationship between principals’ instructional leadership and school climate. However, the background of principals’ education and work as well as the types of schools (public or private ) represent the impacts on the instructional leadership and school climate.