校長專業學習社群與以學習為中心的領導之研究：校長轉化學習、學校協作文化雙中介效果之探討

Professional Learning Community of Principals and Learning Centered Leadership: An Exploration of Double Mediating Effect of Principals’ Transformative Learning and Schools’ Collaborative Culture

本研究目的在於建構校長轉化學習、學校協作文化對校長專業學習社群與以學習為中心的領導之中介影響模型。本研究透過網路問卷填答方式，共計取得361位國民中小學校長的填答資料，並分別以階層迴歸、結構方程模式進行分析。本研究設計的四個調查量表，具備良好的內部一致性、收斂效度與區別效度，且研究模型具有良好的適配度。研究結果顯示，校長專業學習社群、校長轉化學習、學校協作文化對以學習為中心的領導之解釋力，主要關鍵作用在學校協作文化；校長專業學習社群對校長轉化學習、學校協作文化及以學習為中心的領導，皆具有正向的直接影響力；校長轉化學習對學校協作文化、學校協作文化對以學習為中心的領導，也具有正向、直接的影響作用；校長專業學習社群可透過校長轉化學習，再透過學校協作文化，進而對以學習為中心的領導產生間接影響。本研究結果可作為改善校長領導成效，促進校長轉化學習、學校協作文化、校長專業學習社群學術研究與實務運作之參考。最後，本研究分別針對教育行政機關、國民中小學校長、未來研究方向提出建議。

This study aims to construct a mediating impact model of principals’ transformative learning and schools’ collaborative culture on principals’ professional learning community and learning-centered leadership. A total of 361 online questionnaires were collected from elementary and junior high school principals and were analyzed by hierarchical regression and structural equation model. The four survey scales in this study had good internal consistency, convergent validity, and differential validity, and the research model had good adaptability. The results show that the interpretation of principals’ professional learning community, principals’ transformative learning, and schools’ collaborative culture on learning-centered leadership lies mainly in schools’ collaborative culture. In addition, principals’ professional learning community has a positive direct impact on principals’ transformative learning, schools’ collaborative culture, and learning-centered leadership. Principals’ transformative learning was found to have a positive and direct impact on schools’ collaborative culture; schools’ collaborative culture was also found to have a positive and direct impact on learning centered leadership. Through principals’ transformative learning and schools’ collaborative culture, principals’ professional learning community could have an indirect impact on learning-centered leadership. Finally, this study puts forward suggestions for educational administrations, elementary and junior high school principals, and future research directions. The results of this study can serve as future reference for academic research and practical operation regarding principals’ professional learning community. They can also be used to improve the effectiveness of principals’ leadership and to promote principals’ transformative learning and schools’ collaborative culture.