校長翻轉領導、教師翻轉教學與學生翻轉學習之關聯性探究

A Study on the Relationships among Principal Flipped leadership, Teacher Flipped Instruction, and Student Flipped Learning

本研究旨在探討校長如何透過翻轉領導，引導校內翻轉教學之興盛，讓教師能合宜地善用翻轉教學，提高學生的學習動機，養成其自主學習之習性，促成翻轉學習之產生。因此，本研究採用問卷調查法，以2019年全國高中教師為研究對象，採用隨機抽樣方式，調查期程為2019年9月至11月，問卷共計發放1,500份，有效回收問卷979 份， 以多層次結構方程模型（ multilevel structural equation modeling,MSEM）進行分析。本研究結論如下：一、校長翻轉領導顯著正向直接影響教師翻轉教學；二、教師翻轉教學顯著正向直接影響學生翻轉學習；三、校長翻轉領導顯著正向直接影響學生翻轉學習；四、校長翻轉領導透過教師翻轉教學而顯著正向間接影響學生翻轉學習，且中介效果個人層次高於學校層次；五、教師年齡與兼職行政、學校規模在三個變項產生顯著影響。根據研究結論提出三點建議，以供未來研究參酌：一、校長落實翻轉領導，成為學校翻轉教育的領頭羊；二、教育行政機關應加強校長翻轉領導知能，推動教師翻轉教學之發展，把班級規模較大的學校視為種子學校來發展；三、最後並提出後續研究之方向。

Through flipped leadership, principals would guide the flourishing of teacher flipped instruction in schools so that teachers can make good use of flipped instruction to improve students’ motivation to learn, cultivate their habits of active learning, facilitate their flipped learning, and enable them to become masters of their own learning. This is the research topic of this study. This study was carried out from September to November 2019 by using a questionnaire survey to investigate Taiwanese senior high school teachers, and it adopted a random sampling method. A total of 1,500 questionnaires were issued, and 979 questionnaires were effectively collected and analyzed by MSEM. This study presented the following conclusions: 1. principal flipped leadership had positive and direct effect on teacher flipped instruction; 2. teacher flipped instruction had positive and direct effect on student flipped learning; 3. principal flipped leadership had positive and direct effect on student flipped learning; 4. principal flipped leadership had moderately indirect effects on student flipped learning mediated by teacher flipped instruction, and the intermediary effect of individual level was higher than the school level; 5. the age and administration of the teachers’ background variables and school size had some positive impacts. Based on the research conclusions, two suggestions were made for future reference: 1. principals implement flipped leadership and become the leaders of flipped education in schools; 2. educational administrative agencies should strengthen the ability of principals in flipped leadership, promote the development of teachers’ flipped teaching, and treat schools with larger classes as seed schools for development. Finally, suggestions for follow-up research are put forward for future research considerations.