國民小學校長知識領導之研究--信念、角色、困境與實踐策略

A Study of Elementary School Principals’ Knowledge Leadership: Belief, Role, Difficulties and Practice Strategy

本研究旨在探討國民小學校長知識領導的信念、角色、困境、實踐策略與實施成效。為達成上述目的，本研究採用問卷調查法，針對彰化縣國民小學教師進行抽樣調查，獲得以下結論：1.國民小學校長知識領導最主要的信念為「激發成員工作潛能」；2.國民小學校長知識領導最需要扮演的理想角色與實際角色均為「知識激勵者」3.國民小學校長知識領導理想與實際扮演角色落差最大為「知識分析者」；4.國民小學校長知識領導主要遭遇的困境為「學校內部缺乏整合力量」；5.國民小學校長知識領導的實踐策略最主要為「塑造信任文化，鼓勵團隊合作」；6.國民小學校長知識領導的實施成效最高為「專業領導典範」；7.不同性別國小教師知覺校長知識領導的實施成效部分達顯著差異；8.不同教育程度國小教師知覺校長知識領導的實施成效並無顯著差異。針對上述結論，提出相關建議，以供參考。

The purposes of research are to explore belief， role， difficulties， solving strategies and practice results of principals’ knowledge leadership. To achieve the purposes， this research adopted a questionnaire survey. The conclusions of this research are as follows: 1.“Stimulates the member to work the potential” is the key exponent of principals’ knowledge leadership belief. 2. Both of the ideal and practice principals’ knowledge leadership roles is the “knowledge motivator.” 3. There is a big gap between ideal and practice roles of principals’ knowledge leadership is “knowledge analyzed.” 4. The main difficulty is the lack of “School interior deficient conformity strength among schools” while prompting knowledge leadership. 5. The most effective solving strategies is “The mold trust culture， encourages the team cooperation” 6. The most effective results is “Specialized leadership model” 7. There are some signifi cant differences in practice results of principals’ knowledge leadership in terms of teachers’ genders. 8. There are no significant differences in practice results of principals’ knowledge leadership in terms of teachers’ academic background. Based on the conclusions， this research puts forth the suggestions in regard to principals’ knowledge leadership.