國小校長正向教學視導對教師教學效能影響之研究

The Impact of Principal Positive Instructional Supervision on Teachers’ Teaching Effectiveness in Elementary Schools

本研究首在闡述校長正向教學視導與教師教學效能的相關理論；其次，則探究校長正向教學視導的實施，對國民小學教師教學效能的影響。研究採不等組前後測準實驗設計，並輔以焦點團體訪談。不等組前後測準實驗設計的實施，實驗對象為30位國民小學校長，實驗組與對照組各15人。其中，實驗組接受校長正向教學視導，對照組則否。研究工具為國民小學教師教學效能調查問卷，問卷調查對象則為60位教師，資料分析方法則採單因子共變數分析。而焦點團體訪談則抽取10位教師進行訪談，俾進一步深入瞭解校長正向教學視導的實施對國民小學教師教學效能的影響情形。研究結果為：一、國民小學教師具有良好的教學效能表現；二、校長正向教學視導的實施，能有效提升國民小學教師「教學計畫」、「教材呈現」、「教學策略」、「營造學習環境」之教學效能。根據研究結論，本研究提出相關建議，俾供實務及未來研究之參考。

The purposes of this study are twofold: first, to review the related knowledge base of positive instructional supervision and teachers’ teaching effectiveness, and second, to examine whether principal positive instructional supervision influences the teachers’ teaching effectiveness. The research was conducted in the context of a quasi experimental pretest-posttest design with 30 participants in two groups: The treatment group received the positive instructional supervision, while the comparison group received no experimental treatment. The population consisted of 30 principals, 15 in the treatment group and 15 in the comparison group. The research methodology involved a questionnaire survey on teaching effectiveness, collected from 60 elementary school teachers. ANCOVA was used for data analysis. Also, in order to elicit teachers’ perceptions of principals’ positive instructional supervision on their teaching effectiveness, a focus group interview was conducted to select 10 elementary school teachers, whose corresponding principals were involved in the treatment group. The main findings of this study are as follows: 1. The teachers’ teaching effectiveness are moderately high. 2. The practice of principals’ positive supervision can significantly enhance elementary school teachers’ effectiveness in terms of lesson planning, material presenting, teaching strategies and environment creating. According to the findings, suggestions for the implementation and further studies are proposed.