國民小學教師知覺教務主任課程領導與教師教學效能關係之研究：教師教學熱忱的調節效果

A Study on the Relationship among Elementary School Teachers’Perception of Academic Directors’Curriculum Leadership and Teacher Teaching Effectiveness: The Moderating Effect of Teacher Enthusiasm

本研究旨在探討臺北市國民小學教師知覺教務主任課程領導、教師教學熱忱與教師教學效能間的關聯，並進一步探討教師教學熱忱是否會在教師知覺教務主任課程領導與教學效能間產生調節效果。採用問卷調查法，研究對象為臺北市國民小學教師，發放530份問卷，最終回收370份有效問卷。數據經由SmartPLS進行驗證性因素分析，SPSS進行描述性統計、相關與迴歸分析，並使用SPSS PROCESS驗證變項間的調節效果。研究結果顯示，教師知覺教務主任課程領導、教師教學熱忱與教師教學效能三者存有顯著正相關。此外，分析結果指出，教師知覺教務主任課程領導對教師教學效能有顯著且正向的影響，說明有效的課程領導可以提升教師教學效能。最終，根據上述研究結論，本研究提出相關建議。

This study explores the relationships among elementary school teachers’perceptions of curriculum leadership by academic directors, teaching enthusiasm, and teaching effectiveness in Taipei City. Additionally, it examines whether teaching enthusiasm moderates the relationship between teachers’perceptions of academic directors’curriculum leadership and teaching effectiveness. A questionnaire survey method was employed, targeting elementary school teachers in Taipei City. The data were analyzed using confirmatory factor analysis via SmartPLS, descriptive statistics, correlation and regression analysis through SPSS, and moderation effects verification via SPSS PROCESS. The results indicate significant positive correlations among teachers’perceptions of academic directors’curriculum leadership, teaching enthusiasm, and teaching effectiveness. Furthermore, the analysis reveals that teachers’perceptions of academic directors’curriculum leadership significantly and positively impact teaching effectiveness, highlighting that effective curriculum leadership can enhance teaching performance. The study provides relevant recommendations for practice and future research based on these findings.