任務導向與良師引導之國小學生領導才能方案設計與成效

Design and Effectiveness of a Leadership Curriculum for Elementary Students: Integrating Task-Oriented Learning and Mentoring

本研究旨在探討以任務導向與良師引導為核心之領導才能方案，對國小學生領導才能發展之實施成效。研究參與者為澎湖縣22名國小學生，參與為期四天之暑期領導才能營隊。課程依特殊需求領域綱要設計，輔以歷程性任務與隨隊良師之反思引導進行教學。量化資料採領導技能問卷進行前、後測評量，考量樣本規模與資料特性，以Wilcoxon符號等級檢定進行分析，並計算配對二系列相關（rr b）作為效果量；質性資料則蒐集觀察評量與領導概念書寫進行三角檢證。研究結果顯示參與學生在領導技能全量表之平均呈現顯著進步（Z = 3.99，p < .001），且有高度效果量（rr b = .97），九個分測驗皆達顯著差異，其中以領導基本概念與書寫溝通技巧之效果值最大（rr b = 1.00），與課程中強調結構化任務及明確表述的設計相呼應。惟本研究之方案課程為小樣本、短期高密度介入及四點量尺，測驗結果可能伴隨效能感放大或天花板效應，解釋宜謹慎。質性資料的分析則發現，學生之領導概念由初期的威權與控制轉變為合作與適性分工；且良師的提問及回饋機制，能有效促進學生在價值澄清與個人特質等情意面向的發展。本研究證實結合真實任務與良師引導之方案型態，能提升國小學生之領導才能，可作為未來相關課程設計之參考。

This study examines the effectiveness and potential mechanisms of a leadership development program for elementary students that combines task - oriented learning with mentor-guided reflection. Participants were 22 students from Penghu County who attended a f our-day summer leadership camp. The curriculum, aligned with Taiwan’s Special Needs Curriculum Guidelines, targeted cognitive, affective, and skill domains, and was implemented through process-oriented tasks and on -site mentor facilitation of reflective learning. Quantitatively, the Leadership Skills Inventory was administered pre - and postintervention. Given the sample size and data characteristics, analyses used the Wilcoxon signed-rank test with the matched -pairs rank-biserial correlation (rr b ) as the effect size; qualitative data included observation checklists and students’written conceptions of leadership. Results showed a significant overall gain on the total scale (Z = 3.99, p < .001) with a large effect (r r b = .97). Most subscales were significant (p < .05); the largest effects were observed for“Leadership Concepts”and“Written Communication”(both r r b = 1.00), indicating that all students who changed on these dimensions moved in a positive direction—consistent with the program’s emphasis on structured tasks and explicit articulation. However, because the intervention used a small sample and a brief, high-intensity format, students’perceived efficacy may have been inflated during testing; furthermore, the four-point response scale may introduce ceiling and floor effects. Accordingly, score interpretations should be made with caution, and follow-up with large samples is recommended to assess durability. Qualitative analyses indicated a shift in students’leadership conceptions from authority/control to cooperation and differentiated role allocation, and highlighted the role of mentors’questioning and feedback in fostering growth in affective domains su ch as values clarification and personal traits. Overall, the integration of authentic tasks and mentor guidance improved elementary students’leadership skills and offers a practical prototype for future curriculum design and implementation.