本研究旨在探討國民小學分布式領導對教師賦權增能之影響。本研究採用問卷調查法，抽取桃園縣內56所公立國民小學、656位正式教師為研究調查對象，有效問卷465份。問卷回收後以描述性統計分析、t考驗、單因子變異數分析、逐步多元迴歸分析等統計方法進行資料分析。本研究之主要研究發現歸納如下： 一、國民小學教師知覺分布式領導情況屬「中高程度」，以「分享責任」感受程度最高、「領導實踐」感受程度最低。 二、國民小學教師知覺教師賦權增能情況屬「中高程度」，以「自主性」感受程度最高、「參與決策」感受程度最低。 三、國民小學不同性別、年齡、任教年資、教育程度、現任職務及學校規模的教師所知覺的分布式領導有顯著差異，以男性、41-50歲、任教年資11-15年以上、研究所以上畢業、兼任行政職務、學校規模12班以下之教師感受程度較高。 四、國民小學不同性別、年齡、任教年資、教育程度及現任職務的教師所知覺的教師賦權增能有顯著差異，以男性、41-50歲、任教年資11-15年以上、研究所以上畢業、兼任行政職務之教師感受程度較高。 五、國民小學分布式領導能有效預測教師賦權增能，其中又以「學校文化」此構面的解釋效果最佳。 最後根據上述研究結論，進一步提出相關建議，以提供學校教育人員、教育行政機關及未來研究之參考。 / The main purpose of this study is to research on the influence of distributed leadership on teachers’ empowerment in elementary schools. Using a questionnaire, this study conducts a survey on 656 teachers from 56 public elementary schools in taoyuan county. Among them, 465 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1.Elementary school teachers’ perception of distributed leadership was above average, and “share responsibility ” was highest, and “leadership practice” was lowest. 2.Elementary school teachers’ perception of teachers’ empowerment was above average, and “autonomy” was highest, and “decision making” was lowest. 3.Significant differences were found partly in the elementary school teachers’ perception of distributed leadership, given the consideration of teachers’ demographic variations: sex, age, administrative duties, qualification, service duration and school scale. 4.Significant differences were found partly in the elementary school teachers’ perception of teachers’ empowerment, given the consideration of teachers’ demographic variations: sex, age, administrative duties, qualification, and service duration . 5.Among all dimensions of distributed leadership, the best prediction to teachers’ empowerment is promoting “school culture”. Finally, based on those findings, the study suggests some implications of elementary school teachers, administrative authorities, and further studies as well.

本研究旨在探討國民中學校長課程領導與教師賦權增能之關係，希望藉由理論探討與實徵研究的結果，提出建議作為校長推動課程領導與提升教師賦權增能的參考。 本研究採用問卷調查法，以台北市、台北縣及宜蘭縣共計抽取57所公立國民中學的880位正式教師為研究對象，有效問卷595份，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析，多元逐步迴歸分析等統計方法進行資料分析。 本研究之主要研究發現歸納如下： 一、國民中學校長課程領導運用「人群關係」頻率最高。 二、國民中學校長課程領導於競值架構下呈現均衡發展。 三、國民中學教師賦權增能整體表現良好，「自我效能」表現最佳，「參與決策」最顯不足。 四、教師對校長課程領導的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 五、規模十二班以下的國民中學教師對校長課程領導感受最高，台北市國民中學校長最重視課程領導。 六、教師對賦權增能的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 七、國民中學校長課程領導風格以「人群關係」對教師賦權增能的預測力最高。 八、國民中學校長課程領導確實有助於提升教師賦權增能。 最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / Analyzing the differences of educators’ perception toward principals’ curriculum leadership and teachers' empowerment in different background variables, the purpose of this study is to inquire the relationship between principals' curriculum leadership and teachers' empowerment in junior high school. With the results of theoretical studies and empirical findings, this study provides some suggestions for promoting “principals’ curriculum leadership” and “teachers' empowerment”. Using a questionnaire, this study conducts a survey on 880 teachers from 57 public junior high schools in YI-Lan county and Taipei County. Among them 595 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1. The highest frequency of teachers’ perception on principals’ curriculum leadership in junior high school is “relation of people”. 2. There is a balance development of the four styles in competing values framework of junior high school. 3. Junior high school teachers perform well in “teacher empowerment” as a whole, while “self-efficiency” performs the best; however, “making decision” performs obviously insufficient. 4. Those teachers who are male, senior, directors, and from small size schools, are aware of better principals’ curriculum leadership of the principal. 5. The teachers in junior high schools with less than twelve classes feel the principals’ curriculum leadership the most. The principals from schools in Taipei emphasize curriculum leadership the most. 6. The teachers’ perception toward empowerment is different because of their gender, position, age, and career. 7. Among all dimensions of principals’curriculum leadership, the best prediction to teachers’ empowerment is promoting “relation of people”. 8. Principals' curriculum leadership into practice is indeed helpful to improve teachers' empowerment. Finally, some suggestions are proposed based on the aforementioned conclusions for further studies and for the practice of education.

本研究旨在探討國民中小學校長現場實務實習課程與校長專業能力之間的關係。除探討國民中小學校長現場實務實習課程、校長專業能力的內涵及現況，瞭解國民中小學校長、主任、組長人口變項及學校背景變項在校長現場實務實習課程及校長專業能力得分的差異情形外，亦分析校長現場實務實習課程與校長專業能力之相關程度，並探討校長現場實務實習課程對校長專業能力的預測情形。 本研究係以台北縣、臺北市、基隆市、宜蘭縣四縣市之國民中小學校長、主任、組長為研究對象，以「國民中小學校長現場實務實習與校長專業能力調查問卷」為工具進行研究，內含基本資料、國民中小學校長現場實務實習問卷及國民中小學校長專業能力問卷三部分，具有良好的信度、效度。預試有效樣本154位，以因素分析、積差相關、信度分析，研究預試問卷的信度、效度；正式施測有效樣本516位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中小學校長、主任、組長在知覺「校長現場實務實習問卷」的總得分上，屬於中上程度，在各向度之得分中，以「行政管理實習」最高；其次依序為「課程發展實習」、「公共關係實習」、「校務發展實習」；最低則是「專業責任實習」。國民中小學校長等人在「校長專業能力問卷」的總得分上，亦屬於中上程度，在各向度之得分中，以「行政管理能力」「教學領導能力」最高；其次是「專業責任能力」、「校務發展能力」、「公共關係能力」；最低則是「教學領導能力」。 二、校長、主任、組長人口變項與學校背景變項中，僅學校層級及學校所在地在校長現場實務實習問卷上，具有顯著差異，性別、服務年資、擔任職務無顯著差異。 三、校長、主任、組長人口變項與學校背景變項中，僅性別、學校層級及學校所在地在校長專業能力問卷上，均具有顯著差異，僅服務年資、擔任職務無顯著差異。 四、校長、主任、組長知覺校長現場實務實習問卷之得分中，低、中、高三組在整體校長專業能力及校長專業能力各向度上，均有顯著差異；同時，不論在「整體校長專業能力」或「校長專業能力各向度」的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 五、校長現場實務實習及各向度，與校長專業能力及各向度間呈現出顯著的正相關，亦即校長、主任、組長知覺校長現場實務實習之校務發展實習、行政管理實習、課程發展實習、公共關係實習、專業責任實習愈高，則校長專業能力之校務發展能力、行政管理能力、教學領導能力、公共關係能力、專業能力也愈高。 六、在探討校長現場實務實習各向度中，以專業責任實習、課程發展實習及行政管理實習三者對校長專業能力之聯合預測力最佳，尤以專業責任實習最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中小學校長及未來相關研究之參考。 關鍵字：學校增能理論、現場實務實習、校長專業能力

本研究主要目的在分析國民校長賦權增能領導行為、組織創新經營與學校效能之間關係。研究採用調查研究法，以臺灣地區之公立國民中學教師為研究對象抽自北中南東71所學校，計有820位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程式等統計方式加以分析。 本研究得到下列項結論：一、目前國民中學校長賦權增能領導行為情況良好，並以「參與及自主決策」為最佳，二、目前國民中學組織創新經營表現良好，並以「組織氣氛創新」為最佳，三、目前國民中學的學校效能情況良好，並以「校園規劃設施」為最佳，四、背景變項在國民中學校長賦權增能領導行為、組織創新經營與學校效能之差異情形，五、國民中學校長賦權增能領導行為、組織創新經營與學校效能三者間具有正向的關聯。六、國民中學校長賦權增能領導行為及組織創新經營的分層面，對學校效能有正向的預測作用。七、國民中學校長賦權增能領導行為可透過組織創新經營，增強對學校效能的正向影響力。 最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship between empowering leadership behavior, organizational innovation management, and school effectiveness. Data were collected from 820 teachers of 71 junior high schools in Taiwan. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, stepwise regression, and structural equation modeling. Finally, the findings of this study are as followings: 1. The perceptions from the junior high school teachers about empowering leadership behavior are positive. Furthermore, “participation and autonomous decision-making” is the highest. 2. The perceptions from the junior high school teachers about organization innovative management are positive. Besides “organizational climate of innovation” is the highest. 3. The perceptions from the junior high school teachers about school effectiveness are positive. “campus planning and facilities” is the highest in addition. 4. To describe the differences of the background of junior high school principals’ empowering leadership behavior, organizational innovation management, and school effectiveness. 5. There are significant correlations between school effectiveness and principals’ empowering leadership behavior as well as between organizational innovation management and school effectiveness. 6. The sub-level of the principals’ empowering leadership and organizational innovation management can apparently predict the school effectiveness. 7. The results from structural equation model indicated that there is a positive indirect effect between principals’ empowering leadership behavior and school effectiveness when organizational innovation management served as a mediating variable. At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

本研究旨在瞭解目前桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的現況，分析不同背景變項下之教師，知覺校長賦權增能領導行為、教師專業學習社群與教師組織承諾之差異情形，並探討三者間之關係，最後探討校長賦權增能領導行為與教師專業學習社群對教師組織承諾之預測力分析。 本研究採問卷調查法，共計抽樣31所學校，發出630份問卷，回收547份有效問卷；問卷有效率達95.46%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、目前桃園市國民小學教師知覺校長賦權增能領導行為為中高程度，以「參與及自主決策」之知覺程度為最高，「績效責任」之知覺程度最低。 二、目前桃園市國民小學教師有中高程度之教師專業學習社群知覺，以「分享教學實務」之表現為最高，「分享價值願景」之表現最低。 三、目前桃園市國民小學教師在教師組織承諾的知覺為中高程度，以「留職傾向」之表現為最高，「組織認同」之表現最低。 四、桃園市國民小學教師，因性別、擔任職務及學校規模之不同，在知覺校長賦權增能領導行為上有顯著差異。 五、桃園市國民小學教師，因擔任職務及學校規模之不同，在表現教師專業學習社群上有所差異。 六、桃園市國民小學教師，因年齡、服務年資與擔任職務之不同，在表現教師組織承諾上有所差異。 七、桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的知覺及各分層面，彼此之間具有正相關的關係。 八、桃園市國民小學校長賦權增能領導行為、教師專業學習社群對教師組織承諾具有預測作用，以「校長賦權增能領導行為」的預測力最佳。

本研究之研究目的為以「經濟弱勢兒童」為對象、「學校生活經驗」為範疇，試圖「由兒童個體本身」出發，探究經濟弱勢兒童的學校生活經驗（對學校的態度、人際適應、學習適應、常規適應及自我概念情形），期能穿透經驗地了解經濟弱勢兒童的想法與感受，由其立場、角度體察其在教育歷程中的需要，以提供教育工作者及福利政策實務更多來自經濟弱勢兒童本身的觀點。 本研究採「質性研究方法」與「個案研究方法」，以參與觀察為主，訪談與實物蒐集為輔，蒐集一位來自經濟弱勢家庭的國小高年級兒童的學校生活經驗相關資料。分析後依序呈現其在學校生活經驗的諸多面向—對學校的態度、人際適應、學業適應、常規適應及自我概念情形。 來自經濟弱勢家庭的故事主角，透過各種生理、行為及心理上的表現，表達對學校內畏懼事務的無力與恐懼，形成對學校「懼學、拒學」的態度。而長期遲到及未能持續上學，不只影響了她的學習表現，更使其從班級活動中漸漸被排除，尤其當老師視其為特殊分子而以標準外的態度相待，即使是出自善意，卻使弱勢者的處境更形孤立，同儕對其弱勢身分的烙印更加強烈，班級裡的「社會排除」使其由主流分離，面臨了更加邊緣的弱勢處境。然而，老師的愛心關懷、善意協助卻無助改善其學校生活，中產階級與經濟弱勢階級的價值差異及未經理解的企圖改變，致使師生間未能產生實質交流，本故事的主角依然朝氣蓬勃地拒絕上學。而逃避上學的結果則使其在學習上不得輪迴的永處失敗區，儘管在看似絕望的學習態度下，偶仍有學習動機，但面對強大、難以招架的習得無助感，幾乎使她喪失信心，失去勇氣，形成對上學無助又無奈的態度。在常規適應上，安份守己、「不會惹事」是她最引以為豪的事，然而所謂的安份守己、「盡量」不惹事卻也隱含了對同學欺侮和輕蔑態度的忍耐壓抑，及對學校或老師能主持正義或終止欺凌失去信心。此外，長期處於孤單、被排除及習得無助感的打擊，面對學校生活，她也出現抑鬱、自我貶抑的情況。 最後，除了對研究初衷的反省與思考，亦分別對教育實務與後續研究提出若干建議。在教育實務上，除設置「學校社會工作師」協助家庭、教師和學校整合地處理弱勢兒童問題外，亦可減輕教師教學事務負擔，以增進班級導師和經濟弱勢學生的互動品質，而教師亦應試以「轉化型知識份子」的角色，協助經濟弱勢兒童自我增能，並思考如何突破種種結構體制上的限制，創造一個可協助弱勢者「增能」的學習體制。在後續研究上，建議未來相關研究，可在理解之虞，更進一步探究學校場域中，教師和經濟弱勢兒童的師生關係、互動歷程及在互動歷程中如何協助其增能的可行策略，並對經濟弱勢兒童的街頭世界進行認識與理解。 / The purpose of this study is to explore the school experience (including attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation, and self-concept) of an economically disadvantaged child who is a high-grade elementary school student from a low-income family. Educators and welfare policy makers can refer to this study to better understand the outlook and feelings of children from similar backgrounds. This is a qualitative case study that uses participant observation as the main source of data, complemented by interviews and document analysis. After collecting the relevant information on this economically disadvantaged child, her school experience is presented in accordance with her attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation and self-concept. The character of this story expresses her powerlessness and fear in school physically, behaviorally and psychologically, and exhibits fear and unwillingness with respect to her studies. She is often tardy and is unable to attend school regularly. This not only affects her academic performance, but also results in that she is tending to be excluded from class activities by classmates, especially when the teacher gives her special treatment. By treating her differently, even if out of goodwill, the teacher is making her situation worse in that her classmates increasingly identify her as belonging to a “minority group”. In a sense, exclusion in the classroom is no different from social exclusion. Though teachers are willing to help, there is still no improvement in her school life. It seems that value differences between the middle class and the economically disadvantaged, as well as attempts to bring about change without fully understanding the circumstances in a student’s life, are not conducive to effective teacher-student communication. She is energetic, yet resists going to school and shows a poor academic performance. Even though she occasionally exhibits motivation for learning, the sense of helplessness she brings from home robs her of confidence in her schooling. In regulation adaptation, she takes pride in abiding by school rules and staying out of trouble. However, this implies that she might be enduring bullying from her classmates and that she lacks confidence in the ability of her teachers and her school to prevent it. Due to the resulting sense of isolation and helplessness, she exhibits depression and self-deprecation in her school life. In addition to a discussion on the original intent of this study, recommendations for educators and for future studies are also offered. In education practice, school social workers can help families, teachers and schools to collectively address the problems that disadvantaged children face. At the same time, we should lighten the burden on teachers and improve relationships between teachers and economically disadvantaged students. Furthermore, teachers should try to be “transformative intellectuals” who can empower these children, by considering methods that can surpass the limitations of contemporary institutions. In future studies, researchers may explore teacher-student relationships, interactive processes between teachers and economically disadvantaged children, as well as feasible strategies that can empower economically disadvantaged children. Another topic for future studies would also be to understand the street life of economically disadvantaged children.

本研究目的為建構中小學校長在職專業增能課程指標，提供校長專業發展支持機構、教育行政機關作為校長在職增能與專業發展相關課程與政策制定之參考。研究方法部分，經由文獻探討分析初擬中小學校長在職專業增能課程指標，邀請13位相關領域專家學者以及資深經歷之中小學校長針對指標進行適切性評估與指標修訂，而後以概念構圖法進行指標分群與重要性評定，得出上位概念之指標構面及權重，建構中小學校長在職專業增能課程指標系統，依據研究結果與分析歸納結論與建議如下。 結論： （一）本研究建構之中小學校長在職專業增能課程指標系統共計五構面22項指標，構面分別為：「一、課程教學與學生學習」構面含5項指標、「二、領導知能與溝通決策」構面含4項指標、「三、資源運用與空間規劃」構面含5項指標、「四、行政實務與知識管理」構面含4項指標、「五、學校行銷與品牌形塑」構面含4項指標。 （二）「領導知能與溝通決策」構面為最重要之中小學校長在職專業增能課程指標構面。 （三）學生適性學習及危機管理為最重要之中小學校長在職專業增能課程指標。 （四）中小學校長在職專業課程指標於不同對象之重要性有其差異，學者專家認為「學生適性發展」及「危機管理與實務」兩項最為重要；資深經歷中小學校長則認為「學生適性發展」、「學校領導知能與實務」及「辦學理念與校務發展規劃」最為重要。 建議： （一） 中小學校長在職增能宜建立有系統化之課程指標作為參照。 （二） 中小學校長在職專業增能課程首重於領導知能與溝通決策。 （三） 中小學校長在職專業增能課程宜著重於學生適性發展。 （四） 中小學校長在職專業增能課程建構應參酌不同利害關係人意見。 / The purpose of this study is to construct the indicators of inservice professional development course for elementary and secondary school principals, which provide principals professional development support agencies and educational administration departments as a reference for planning principals inservice professional development course and policy related to professional growth and professional development. As for research method, by means of literature review, 22 indicators of inservice professional development course for school principals had been organized based on an expert survey, which survey 13 experts. Concept mapping questionnaire used to analyze experts' opinion on the importance of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of inservice professional development course for school principals. The main conclusions as below: 1.　This study constructs an indicator system of inservice professional development course for school principals of 5 dimensions and 22 indicators in total. The 5 dimensions are: I. curriculum, teaching and student learning, which include 5 indicators. II. leadership knowledge, communication and decision making, which include 4 indicators. III. resource utilization and campus space planning, which include 5 indicators. IV. administrative practice and knowledge management, which include 5 indicators. V. school marketing and brand shaping, which include 5 indicators. 2.　Leadership knowledge, communication and decision-making is the most important dimension of inservice professional development course for school principals. 3.　Adaptive learning and crisis management are the most received expert attention. 4.　The importance of different objects have their differences of inservice professional development course for school principals. Scholar think Adaptive learning and crisis management are the most important indicators. on the other hand, school principal think Adaptive learning, school leadership knowledge and practice, and school philosophy and development planning are the most important indicators. According to the result, here are some recommendations as below: 1.　It is advisable to establish systematic curriculum indicators as a reference for inservice professional development course for school principals. 2.　Inservice professional development course for school principals most emphasis on leadership knowledge and communication and decision-making. 3.　Inservice professional development course for school principals most emphasis on Adaptive learning. 4.　Inservice professional development course for school principals should take into account the views of different stakeholders.