校長同儕式領導與教師專業學習社群關係之研究   免費試閱

A Study of the Relationship between Principals’ Collegial Leadership and Teachers’ Professional Learning Communities

本研究首在探討臺北市、新北市與桃園市國民小學校長同儕式領導與教師專業學習社群之現況，其次，則分析校長同儕式領導與教師專業學習社群間之相關程度，再者，則探究校長同儕式領導與教師專業學習社群間的因果關係模式。研究方法採問卷調查法，研究工具為「校長同儕式領導與教師專業學習社群問卷」，研究對象則為臺北市、新北市與桃園市752位國民小學教師，資料分析方法則採用描述性統計、Pearson積差相關以及線性結構方程模式。研究結論如下：一、臺北市、新北市與桃園市國民小學校長同儕式領導與教師專業學習社群表現皆屬中高程度；二、校長同儕式領導與教師專業學習社群間具中高度正相關，而且校長同儕式領導對教師專業學習社群具有高度正向影響效果。最後，本研究根據結論提出具體建議，以供教育實務及未來研究之參考。

The purposes of this study were as follows: 1. to investigate the current situation of principals’ collegial leadership and teachers’ professional learning communities in Taipei City, New Taipei City, and Taoyuan City; 2. to analyze the correlation between principals’ collegial leadership and teachers’ professional learning communities; 3. to explore the cause-effect relationships of principals’ collegial leadership and teachers’ professional learning communities. Research methods applied in this study included the questionnaire survey called “Principals’ Collegial Leadership and Teachers’ Professional Learning Community Inventory.” Participants were 752 teachers in Taipei City, New Taipei City, and Taoyuan City. Data was analyzed by means of descriptive statistics, Pearson correlation, and Linear Structural Relationship. The results show an intermediate-high level of principals’ collegial leadership practices and an intermediate-high level of teachers’ professional learning communities. An intermediate-high level positive correlation describes the relationship of principals’ collegial leadership and teachers’ professional learning communities. Moreover, principals’ collegial leadership has a significantly positive effect on teachers’ professional learning communities. According to the findings, suggestions for implementation and further studies are proposed.