國民小學校長學習領導指標建構及其實證調查之研究   免費試閱

A Study on Indicator Construction and Empirical Survey of Leadership for Learning of Elementary School Principals

本研究的目的旨在建立具良好適配度的國民小學校長學習領導指標模型，並探究國民小學校長的學習領導現況。研究方法採德懷術調查法及問卷調查法。在德懷術調查法部分，邀請21位專家進行3回合的指標問卷，形成國民小學校長學習領導指標實證架構，並據此編製國民小學校長學習領導調查問卷，共發出1,140份，回收有效問卷943份，有效問卷回收率為82.72%。首先進行驗證性因素分析實施模型適配度檢定，之後透過描述性統計、獨立樣本 t 檢定和單因子變異數分析進行現況資料的探析。本研究獲致結論有：一、國民小學校長學習領導指標架構包括五大向度、11項指標及38項指標內涵，指標模型具有良好的適配度；二、國民小學教師對校長學習領導指標整體、向度和各指標的現況知覺尚屬良好；三、國民小學教師因性別、職務、學校規模、學校歷史的不同對校長學習領導指標的整體、向度和各指標的知覺有顯著差異。最後，根據研究發現與結論分別對國民小學校長、教師和未來研究提出建議。

The study focused on elementary school principals. Its aim was first, to develop a learning leadership index model for principals with acceptable goodness of fit, and second, to investigate the current status of learning leadership among principals. The methods adopted were the Delphi survey and questionnaire survey. The aim of the Delphi survey was to form the empirical framework for measuring learning leadership; 21 experts were invited to complete three rounds of index questionnaires. Based on this framework, a questionnaire for measuring learning leadership was developed. In total, 1,140 questionnaires were distributed, and 943 valid questionnaires were returned, for a valid return rate of 82.72%. First, this study performed confirmatory factor analysis and evaluated the parameters indicating the model’s goodness of fit. For the second aim of this study, descriptive statistics, an independent sample t test, and one-way ANOVA were used for data analysis. The following conclusions were reached: (1) the framework for the index of learning leadership for elementary school principals included 5 major dimensions, 11 indices, and 38 index connotations, with acceptable goodness of fit; (2) elementary school teachers perceived their principals’ current status of learning leadership to be good (in general and on various dimensions and indices); (3) among elementary school teachers, gender, post, school scale, and school history significantly affected how well they perceived the learning leadership of principals to be (in general and on various dimensions and indices). Lastly, according to the research findings, this study furnished prescriptions for elementary school principals, teachers, and future research.