從設計本位研究觀點探討中層領導培訓方案之研發與成效評估：以國家教育研究院候用主任儲訓班為例

Exploring the Development and Effectiveness of a MidLevel Leadership Training Program From a DesignBased Research Perspective: A Case Study of the National Academy for Educational Research’s Candidate Director Training Program

本研究基於設計本位研究法（Design-Based Research, DBR），探討國家教育研究院國民中小學候用主任儲訓方案之發展與成效。針對原方案管理而非領導導向、課程連貫不足、師傅校長角色模糊等問題，透過DBR四階段循環，建立整合核心課程、師傅指導、實作評量與成效追蹤之新型培訓模式。研究顯示，學員滿意度普遍較高，其中，課程內容與教學品質最受肯定，教學型態則待改進。學員在認知、技能與情意等學習成效均達高標，且滿意度與學習成果呈正相關。建議未來課程應整併內容、精簡時數，強化脈絡應用，並採用實體為主之線上結合線下（Online merge Offline/ Offline merge Online,OMO）混成模式。本研究驗證成人學習與師徒制於中層領導發展之價值，對教育行政人員培訓政策具重要啟示。

This study adopts a Design-Based Research (DBR) approach to examine the development and effectiveness of the training program for candidate elementary and secondary school directors at the National Academy for Educational Research. Addressing issues in the original program– such as its management-oriented rather than leadership-focused approach, insufficient curriculum coherence, and ambiguous roles of mentor principals– the study implemented a four-phase DBR cycle to establish an integrated training model. This model incorporates core courses, mentorship, performance-based assessments, and outcome tracking mechanisms. Findings indicate generally high participant satisfaction, with course content and teaching quality receiving the most positive feedback, though teaching methods were identified as needing improvement. Participants’ self-assessed learning outcomes in cognitive, skill, and affective domains reached high standards, showing a positive correlation with satisfaction levels.The study recommends consolidating course content, reducing program duration, enhancing contextualized application, and adopting a blended Online-Merge-Offline (OMO) model prioritizing in-person instruction. This research validates the value of adult learning theory and mentorship in mid-level leadership development and offers significant implications for educational administration training policies.