國民中小學候用校長教學領導指標之建構

The Construction of the Instructional Leadership Indicators for Prospective Elementary and Junior High School Principals and the Evaluation of the Reliability and Validity of the Indicators

本研究旨在發展適切的國民中小學候用校長教學領導指標，並分析其信度、效度、重要與可行程度。為達成上述目的，本研究主要採用問卷調查法，分預試與正式施測兩階段，皆採用隨機取樣方式，各抽取國民中小學校長703位與814位。首先，以預試資料進行探索性與驗證性因素分析，建構出國民中小學候用校長教學領導指標系統，包含五個層面與32個指標；其次，以正式施測資料進行測量恆等性考驗，考驗結果發現不同性別的校長具測量恆等性，顯示本研究發展之指標具有良好的建構效度；接著，進行重要性－表現度分析，發現指標系統之「有效確保教學品質」及「正面激勵專業發展」層面、13個指標的重要與可行程度皆高；最後，依據研究結論，提出有關建議以供參考。

The main objectives of this study were to develop the appropriate indicators of elementary and junior high school prospective principals’ instructional leadership, and to analyze its reliability, validity, and degree of importance and feasibility. To achieve these objectives, the questionnaire survey was used. The present study included two phases: pretest and test. By adopting random sampling in both phases, 703 and 814 principals of elementary and junior high schools were selected from the pretest and the test respectively. First, after the data collected from the pretest were conducted with exploratory factor analysis and confirmatory factor analysis, the indicator system of elementary and junior high school prospective principals’ instructional leadership was constructed, which was comprised of five dimensions and thirty-two indicators. Next, the measurement invariance was conducted to the test and the results revealed that the principals from different genders had invariance of measurement, indicating that the indicators had good construct validity. Then, importance-performance analysis was conducted; the result showed that the degree of importance and feasibility was at medium high level both for the dimensions of “ensuring teaching quality effectively” and “stimulating professional development positively” and for the thirteen indicators. Finally, based on the findings, this study put forth some suggestions regarding the indicators of elementary and junior high school prospective principals’ instructional leadership.