應用系統動態學建構國民小學校長學習領導系統模式

Using System Dynamics to Construct the System Model on Principals’ Leadership for Learning in Elementary Schools

本研究旨在運用系統思考觀點描繪出以學校為整體的學習領導架構，並建構本土化之國民小學校長學習領導系統模式，為採用問卷調查法、半結構式訪談法及系統動態學之實徵研究。首先，透過文獻分析歸納出學習領導之內涵與架構。其次，進行臺中市公立國民小學教師知覺校長學習領導行為現況調查，以分層隨機抽取966位教師，回收有效問卷838份。另選取調查結果中，「校長學習領導」列為高程度組的學校，共計有五位校長接受訪談。接著，彙整訪談資料，進行「校長學習領導」學校系統描述。本研究歸納出校長學習領導內涵包含建立學習願景、資源取得運用、塑造學習環境、重視學習成效、發展教師專業及形塑學習文化等六個層面。繼而，以「校長學習領導」內涵為關鍵變數，以「學習領導」架構為藍圖，依據質性與量化資料，加入因果回饋及時間滯延的特性，建構出國民小學校長學習領導系統之質性因果關係模式。最後，針對教育行政機關及國民小學校長提出剴切的建議，期能有助於國內國民小學校長學習領導上的應用。

The purpose of this study is to use system thinking approach to outline a comprehensive framework for leadership for learning in schools, with the goal of developing a localized model for elementary school principals’ leadership in this area. Research methods included surveys, semi-structured interviews, and empirical analysis using system dynamics. Initially, a literature review was conducted to identify key components and structures of leadership for learning. Then, a survey of 966 public elementary school teachers in Taichung City collected 838 valid responses regarding their perceptions of principals’ leadership behaviors. Additionally, five principals from schools rated highly in “leadership for learning” were selected for interviews to gain indepth insights. The study identified six core dimensions of principals’ leadership for learning: establishing a learning vision, resource acquisition and utilization, shaping a learning environment, focusing on learning outcomes, fostering teacher professional development, and building a learning culture. Based on these dimensions, along with causal feedback and time delay characteristics, a qualitative model was developed to represent elementary school principals’ leadership for learning systems. Finally, the study offered recommendations for educational authorities and elementary school principals to enhance the practical application of leadership for learning in elementary schools in Taiwan.