協作教學領導概念模型實證分析之研究

Research on Empirical Analysis of the Conceptual Model for Collaborative Instructional Leaderships

本研究旨在建構及驗證協作教學領導概念模型，主要使用問卷調查蒐集資料，再運用結構方程模式進行統計分析，藉以檢驗假設模型，本研究以臺灣六個直轄市公立國民中小學教師為研究母群體，總計回收有效問卷802份，有效問卷回收率74.26％，結果顯示模型大部分具有良好適配度，屬於可接受的範圍。本研究獲得下列五點結論：一、校內外資源的整合和運用，對協作教學領導、促進教師專業發展具有正面影響；二、教師領導者的增加或流動，對協作教學領導具有正面影響；三、協作教學領導對促進教師專業發展、學校和教學現況的改善具有正面影響；四、促進教師專業發展，對協作教學領導與學校和教學現況的改善具有中介效果；五、促進教師專業發展、學校和教學現況的改善，對協作教學領導與提升學生學習成效間具有中介效果。最後分別針對協作教學領導的實務運用、未來研究提出建議。

This research was to build and verify the conceptual model for collaborative instructional leaderships. It mainly adopted the questionnaire method and structure equation model for analysis. A total of 802 effective questionnaires were collected, with 74.26% of effective response rate. This study reached five conclusions: (1)the integration and application of the resources from inside and outside of school had positive effect on the collaborative instructional leaderships and promotion of teachers' professional development. (2)increase or mobilization of teacher leaders had positive effect on the collaborative instructional leaderships. (3)collaborative instructional leaderships had positive effect on promoting teachers' professional development and improve the current situation of schools and teaches. (4) promotion of the teachers' professional development had an intermediary effect on the collaborative instructional leaderships and improvement of the current situation of schools and teaches. (5) promotion of the teachers' professional development and improvement of the current situation of schools and teaches also had an intermediary effect on the collaborative instructional leaderships and improve students' learning effectiveness. At last, some suggestions were respectively proposed for the practical application of collaborative instruction leaderships and future research.