從PISA 2012臺灣資料探究校長領導、學校氣氛對學生數學素養之直接和間接影響作用：多層次結構方程模式之分析

Exploring the Direct and Indirect Effects of Principal’s Leadership and School Climate on Student’s Mathematical Literacy from PISA 2012 Taiwan Data: An Analysis of Multilevel Structural Equation Modeling

觀諸國外校長領導與學生學習成就關係之相關研究文獻，可得知校長領導與學生學習成就間的關係頗為複雜，國內過往採取單一層次直接效果模式的研究觀點，可能過度簡化變項間之影響機制。迄今，國內仍相當欠缺校長領導與學生學習成就關係方面之實徵研究成果。為填補研究缺口，本研究應用PISA 2012之臺灣資料，採取多層次結構方程模式，用以剖析校長領導對學生數學素養之多層次影響機制。就模式之應用而言，本研究以多層次直接效果模式與多層次中介效果模式，來解釋校長領導、學校氣氛、學生數學素養等變項彼此間之多層次影響關係。研究結果顯示：一、「學校目標與課程發展之建構及溝通」、「教學領導」、「促進教學改善及專業發展」以及「教師參與領導」等校長領導構面對學生數學素養未具有顯著的直接影響力。二、校長領導構面中之「學校目標與課程發展之建構及溝通」與「促進教學改善及專業發展」可透過「教師士氣」此學校氣氛面向間接且正向地影響學生數學素養。

Considering the results of related studies in foreign countries, we can find that the relationship between principal’s leadership and student achievement is quite complicated. The domestic research viewpoint that adopted a single-level direct effect model in the past may oversimplify the influence mechanism between variables. To date, there has been a lack of actual research results on the relationship between principal’s leadership and student achievement in Taiwan. In order to fill the research gap, this study used PISA 2012 Taiwan data and adopted a Multilevel Structural Equation Modeling (MSEM) to analyze the multi-level influence mechanism of principal’s leadership on student’s mathematical literacy. This study applied a multi-level direct effect model and a multi-level mediation effect model to explain the multi-level influencing relationship among principal’s leadership, school climate, and student’s mathematical literacy. The main findings of the study are summarized below. 1. All dimensions of principal’s leadership (“framing and communicating the school’s goals and curricular development,” “instructional leadership,” “promoting instructional improvements and professional development,” and “teacher participation in leadership”) could have no significant direct impact on student’s mathematical literacy. 2. Two dimensions of principal’s leadership (“framing and communicating the school’s goals and curricular development” and “promoting instructional improvements and professional development”) could indirectly and positively influence student’s mathematical literacy through the dimension of school climate (“teacher morale”).