促進偏鄉中學教師服務領導與班級經營知能關係之研究

A Study on the Relationship Between Teacher Service Leadership and Class Management Knowledge of Rural Areas Teachers

教師的領導風格與班級經營知能影響學生學習成效。然而偏鄉的孩子面對師資流動快速及文化資源差距，偏鄉教師應如何順應時代潮流，以學生為教育主體，了解學生需求，提供以服務為目的之教育環境，展現服務領導的特質，增進班級經營知能以提升教學效能，為目前教育革新十分重要的課題。
本研究旨在探討偏鄉中學教師服務領導與班級經營知能之關係，採用問卷調查法，以屏東縣偏鄉地區所屬之中學教師為研究對象。研究發現偏鄉中學教師在服務領導與班級經營知能有正向的表現；教師服務領導之發展願景、服務感召與協助成長能影響班級經營之教學管理、班級常規與環境氣氛，但傾聽同理則未具影響力。本研究提出具體建議，供學校教育領域和未來研究之參考。

Teachers’leadership style and class management knowledge can af-fect the effectiveness of students’learning. However, in the face of the rapid flow of teachers and the gap in cultural resources for children in rural areas, how should teachers adapt to the trend of the times, take students as the main body of education, and understand the needs of students. Schools should provide a service-oriented educational environ-ment. It is a very important topic for the current education innovation that teachers show the characteristics of service leadership and enhance class management knowledge to improve teaching effectiveness.
This study adopts the questionnaire survey method, taking the na-tional middle schools teachers in Pingtung County rural areas as the re-search objects, to explore the relationship between the teachers’service leadership and the class management knowledge. The main findings of this study are as follows. Teachers in rural middle schools have positive performance in service leadership and class management knowledge. The vision development, service inspiration and growth assistant of teachers’service leadership can affect the teaching management, class routine and environmental atmosphere of class management knowledge, but listen-ing and empathy have no influence on class management knowledge. This study provides specific recommendations for reference in the field of school education and future research.