本研究旨在探討國民中學校長溝通行為、教師組織信任與教師教學效能之關係，並分析不同個人背景變項在校長溝通行為、教師組織信任與教師教學效能的差異情形，進而探討校長溝通行為、教師組織信任與教師教學效能的相關性及校長溝通行為、教師組織信任對教師教學效能的預測力。 透過問卷調查法，以新北市國民中學教師為對象，共發出627份問卷，問卷內容包括背景變項問卷、校長溝通行為問卷、教師組織信任問卷與教師教學效能問卷。回收有效問卷467份，可用率為74.48％。資料統計分析上使用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等方法。 本研究結論如下： 一、國民中學教師對校長溝通行為、教師組織信任與教師教學效能知覺程度皆屬中 上程度。 二、國民中學教師性別、年齡、擔任職務、學校規模在校長溝通行為方面有差異。 三、國民中學教師性別、年齡、學歷、擔任職務、學校規模在教師組織信任方面有 差異。 四、國民中學教師年齡、學歷、學校規模在教師教學效能上有差異。 五、校長溝通行為、教師組織信任與教師教學效能三者之間具有顯著正相關。 六、校長溝通行為、教師組織信任對教師教學效能具有顯著預測力，以教師組織信 任對教師教學效能之預測力最佳。 / This study aims to investigate the current development of the the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness in junior high school, and to analyze the differences in teachers of different backgrounds variables are conscious of the principals' communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and to explore the relationship among the three variables; finally, to forecast teachers’ teaching effectiveness through the principals' communication behavior, teachers’ organizational trust. Questionnaire survey is adopted and personal background questionnaire, the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness questionnaire are included. The questionnaires were distributed to 627 teachers in New Taipei City junior high schools, and 467 valid questionnaires were retrieved, with 74.48% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The conclusions are as follows: 1. The overall situation about the perceptions of junior high school teachers toward principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness is mid-high level. 2. Junior high school teachers’ percept is obvious difference of principals’ communication behavior in sex, age difference, positions and working school scales. 3. Junior high school teachers’ percept is obvious difference of teachers' organizational trust in sex, age difference, positions and working school scales. 4. Junior high school teachers’ percept is obvious difference of teachers’ teaching effectiveness in age difference, academic backgrounds, and working school scales. 5.There are significant positive correlations among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness. 6.There are significant predictive power among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and teachers’ organizational trust is the most reliable predictor to the teachers’ teaching effectiveness.

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.

國內過去有關幼稚園教師合班關係之研究，多以個案的方式進行，缺乏大量樣本的研究。因此，本研究以量化的方式，首先調查幼稚園教師合班關係之實際與理想情形；繼而探討不同背景變項幼稚園教師與合班滿意度、教學效能感、工作滿足之關係；最後探討幼稚園教師合班滿意度與教學效能感、工作滿足之關係。 　　本研究發現：（一）公私立幼稚園的教師合班類型並不相同，公幼以輪流教學為主，私幼以主助教搭配合作為主；但多數公私立幼稚園教師認為，團隊式教學才是理想的合作教學類型。（二）整體幼稚園教師的合班滿意度在六點量表中，為4.74，接近「滿意」程度。（三）公私立幼稚園教師的合班滿意度無顯著差異，但有區域性差異，台北縣市的教師合班滿意度，優於台中縣市與高雄縣市。（四）教師的教學效能感與園所規模、教學年資都有關；一班規模的教師教學效能感顯著較低，年資3年以下的教師教學效能感也較低。（五）合班滿意度與教學效能感呈顯著中度正相關（相關係數 .415, p<.01）。（六）合班滿意度與工作滿足也呈現顯中度著正相關（相關係數 .410. p <.01）。 　　本研究並根據研究結果提出建議，以提供幼稚園教師、幼稚園經營管理者、政府機關以及未來研究者之參考。 / In the past, the studies for two kindergarten teachers cooperation in one classroom in Taiwan were used to conduct in case study and still insufficient for large and quantitative sample study.Therefore, using quantitative way, this study firstly investigated the practical and ideal situations for two kindergarten teachers cooperation in one classroom.Then, after discussing the relation among kindergarten teachers‘s different background, cooperative satisfaction, teaching efficacy, and job satisfaction, this study discussesd the relation among kindergarten teachers cooperative satisfaction , teaching efficacy, and job satisfaction. 　　It finds out that： (1) The cooperative type of teachers is various between public and private kindergartens. The major teaching is a week in rotation in public kindergartens while the other teacher as assistance in private kindergartens. In addition, most teachers in both public and private kindergartens believed that the ideal type of cooperative teaching is team work. (2) In six-point scale for satisfaction of the teacher cooperation, the total point is 4.74, closed to the degree of “satisfied”. (3) Teachers‘cooperative satisfaction shows no significant difference between public and private kindergarten, but in region. It’s greater in Taiper city than in Taichung and Kaohsiung city. (4) The teaching efficacy is related to the size of the kindergarten and the teaching experiences. This study shows that the teaching efficacy is lower in schools which have only one class and teachers within three year teaching experience. (5) The cooperative satisfaction and teaching efficacy reveals mid positive correlation (r = .415, p < .01). (6) The cooperative satisfaction and job satisfaction also indicate mid positive correlation (r = .410, p < .01). 　　According to the findings, this study proposes some suggestions for kindergarten teachers, kindergarten managers , administration, and researchers in the future.

本研究旨在探討有關宜蘭縣國民中、小學校長科技領導、教師資訊科技素養與教師教學效能的現況，並分別針對教師個人背景變項與學校環境變項在校長科技領導、教師資訊科技素養與教師教學效能的差異情形加以探討，再加以分析三者相關情形，最後則探討其線性關係。 本研究採問卷調查法，以宜蘭縣公立國中、小教師為研究對象，利用「國中、小校長科技領導、教師資訊科技素養及教師教學效能」線上問卷進行調查，抽取92所國民中、小學579位編制內教師為樣本。將蒐集的資料以描述性統計、t考驗、單因子變異數分析、Pearson積差相關分析及結構方程模式等統計方法進行分析。研究結果如下： 一、宜蘭縣公立國民中、小學教師知覺校長科技領導現況是屬於中上程度。 二、教師知覺校長科技領導會因年齡、擔任職務、學校類別與學校所在地不同，而有顯著差異。 三、宜蘭縣公立國民中、小學教師資訊科技素養現況是屬於中高程度。 四、教師資訊科技素養會因年齡、教育程度、擔任職務與學校類別不同，而有顯著差異。 五、宜蘭縣公立國民中、小學教師教學效能現況是屬於中高程度。 六、教師教學效能會因性別、年齡、任教科目與學校類別不同，而有顯著差異。 七、校長科技領導、教師資訊科技素養與教學效能之間有顯著正相關。 八、校長科技領導與教師資訊科技素養能影響教師教學效能。 依據上述研究結論，對學校行政領導與教學及未來研究者，提出具體建議。 關鍵詞：科技領導、資訊科技素養、教學效能 / This study aimed to explore the current condition of Yilan County public junior high school and elementary school principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and aimed at discussing each individual teacher’s background variables and school environmental variables under the differences of principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency, and I further analyzed the relationships of these three, then finally, to explore the linear relationship. In this study, I adapted a questionnaire survey method, using Yilan County public junior high school and elementary school teachers as studying object. I applied the “Principals’ Technology Leadership, Teachers’ Information Technology Literacy and Teachers’ Teaching Efficiency Questionnaire” as the online questionnaire to survey samples from 92 junior high schools and elementary schools’ 579 certified teachers. After data collected, I used descriptive statistics, t test, one way analysis of variance, Pearson product-moment correlation analysis and structural equation models for analysis. The results of research are as follows: 1. Current Yilan County public junior high school and elementary school teacher’s perception on principals’ technology leadership is above average. 2. Teacher’s perception on principals’ technology leadership differs significantly because of the age, position, type of school and school location. 3. Yilan County junior high school and elementary school teachers’ information technology literacy is high. 4. Teachers’ information technology literacy differs significantly because of age, education level, position and type of schools. 5. Current Yilan County junior high school and elementary school teachers’ teaching efficiency is high. 6. Teachers’ teaching efficiency differs significantly by gender, age, teaching subjects and type of schools. 7. There is a significant positive correlation between principals’ technology leadership, teachers’ information technology literacy and teachers’ teaching efficiency. 8. Principals’ technology leadership and teachers’ information technology literacy influence teachers’ teaching efficiency. Based on the above research conclusions I submitted specific recommendations on school administration leadership, teaching and future researchers. Keywords: technology leadership, information technology literacy, teaching efficiency

本研究的主要目的，在探討桃園縣國民小學教師知識管理、教學資訊素養與教學效能之關係。研究採問卷調查法進行，以98學年度桃園縣國民小學教師為研究對象，各校依班級數多寡，選取6至20位教師進行問卷調查，總計發出問卷601份，回收問卷556份，可用問卷547份，問卷回收率92.5%。所得資料輸入電腦，以SPSS for Windows 17.0版統計套裝軟體進行分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計法加以處理，獲致如下之結論： 壹、桃園縣國民小學教師知識管理、教學資訊素養與教學效能現況皆達中上程度。 貳、桃園縣國民小學教師知識管理整體受性別、職務及最高學歷影響而有所差異；教師教學資訊素養整體受性別、年齡、職務、最高學歷及IC3資訊認證影響而有所差異；教師教學效能整體受職務及最高學歷影響而有所差異。 參、桃園縣國小教師知識管理、教學資訊素養與教學效能三者間具有顯著正相關。 肆、桃園縣國小教師知識管理各層面對教學效能的預測力，以「知識的內化與應用」為最佳預測變項。 伍、桃園縣國小教師教學資訊素養各層面對教學效能的預測力，以「應用資訊科技輔助教學活動」為最佳預測變項。 依據本研究之結論，提出以下列之建議： 陸、對國小教師之建議 一、重視自身專業知能，終身學習自我提昇 二、成立教師專業社群，建立分享對話文化 三、實施資訊融入教學，強化學生學習動機 四、建立個人知識平台，累積豐富教學資源 伍、參與專業發展評鑑，增進教師教學效能 柒、對學校及教育行政機關之建議 一、培養教師資訊能力，配套資訊檢測效能 二、擴大資訊認證範圍，提昇實質教學效能 三、補助教師資訊設備，鼓勵知識數位化管理 四、辦理知識管理研習，提昇知識管理知能 五、建立職務輪調機制，參與學校行政工作 / The purpose of this research is to explore the relationship among teachers’ knowledge management, teaching information literacy and the teaching effectiveness of the elementary schools in Taoyuan County. The research was conducted through questionnaire survey. The participants were the teachers in Taoyuan elementary schools in academic year 2010. 6 to 20 teachers were selected from each school based on the class number of the schools. 601 questionnaires were issued, and a total of 556 questionnaires were collected from all the target schools, with the rate of retrieval, 92.5%. 547 copies were valid samples. The research data acquired was processed by SPSS for Windows 17.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1. The current level of teachers’ knowledge management, teaching information literacy and the teaching effectiveness conducted by the teachers elementary schools scores “Upper-high” in performance. 2. The difference in knowledge management among conducted teachers arises from sex, position and education background. The teaching efficacy conducted by teachers differs , subject to sex, age, position, education background and IC3 certification. The teaching effectiveness conducted by teachers has difference., subject to position and education background. 3. There are significant positive correlations among teachers’ knowledge management, teaching information literacy and the teaching effectiveness. 4. “Knowledge internalization and application” plays the strongest variable to enhance the prediction of teachers’ knowledge management on teaching effectiveness. 5. “Information and technology application on teaching activity” is the best variable to strengthen the predictions of teachers’ teaching information literacy on teaching effectiveness. 6. Suggestions for teachers: (1)Value self professional knowledge. Lifelong learning contributes self improvement. (2)Establish teachers’ professional communities. Create sharing cultures for mutual dialogues. (3)Integrate information technology into teaching. Strengthen pupils’ learning motivation. (4)Set up personal knowledge platform. Accumulate fruitful teaching resources. (5)Participate in the assessment of professional development. Enhance teaching effectiveness. 7. Recommendations on school and education administration institutes (1)Cultivate teachers’ information capabilities packaging with certificate verifying system. (2)Enlarge the range of information technology certification to enhance factual teaching effectiveness. (3)Subsidize teachers’ information technology equipment. Encourage digitalized management in knowledge. (4)Hold seminars for knowledge management to improve efficiency and effectiveness. (5)Devise job rotational mechanism to take part in school administrative tasks.

本研究旨在了解桃園縣國中藝術與人文教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之桃園縣國中藝術與人文教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以桃園縣國中藝術與人文教師為主，抽樣34 所公立國民中學189 位教師，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛菲事後多重比較法、皮爾遜積差相關、多元迴歸等統計方法，進行資料處理分析，獲致下列結論： 一、藝術與人文教學資訊素養與教學效能整體是屬於「中高」程度的表現。 二、藝術與人文教師教學資訊素養因教師背景變項不同而有顯著差異。 三、藝術與人文教師教學效能因教師背景變項不同而有顯著差異。 四、教師教學資訊素養及教學效能各層面具有高度正相關。 五、教師教學資訊素養愈高，其教學效能愈佳。 六、藝術與人文教師教學資訊素養對教學效能整體與各層面具有高度的解釋 力。 七、 教師教學資訊素養對教學效能整體及各層面具有主要的預測作用。 關鍵字:藝術與人文領域，資訊素養，教學效能。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among the field of Arts and Humanities teachers in junior high schools in Taoyuan by different background and environment factors. The samples of this study are 189 teachers of 34 junior high schools locating in the Taoyuan city. The results are analyzed by means, standard deviations,frequency, t-test, one-way ANOVA, pearson’sproduct-moment correlation, Scheffé method , multiple stepwise egression analysis. The results are as follows: 1. The Arts and Humanities teachers have above average scores on information literacy and on teaching effectiveness. 2 The Arts and Humanities teachers’ teaching- information literacy is noticeable differentiated by the varied cause of teacher individual variables. 3. The Arts and Humanities teachers’ teaching effectiveness is noticeable differentiated by the varied cause of teacher individual variables. 4.There are high positive correlation between the whole and every dimension ofteachers’ teaching- information literacy and the ones of teaching ffectiveness. 5.The higher the teacher’ teaching- information literacy, the better the teaching effectiveness. 6. The Arts and Humanities teachers’ teaching- information literacy has higher explanation of the whole and every dimension of teaching efectiveness. 7.The teacher’ teaching information literacy can make prediction of the whole teaching effectiveness. Keywords: the field of Arts and Humanities, information literacy, teaching effectiveness.

本研究採⽤個案研究法進⾏研究，以臺北市五所學校，教師應⽤團隊合作學習模式作為研究個案，探討教師應⽤團隊合作學習模式後，其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種，質性部分有教師訪談內容，⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況；量化部分使⽤教師教學效能調查問卷，透過學⽣填答知覺教師教學效能狀況。 研究結果顯⽰，學⽣知覺教師應⽤團隊合作學習模式中，國⼩與國中學⽣有顯著差異。研究者在質性資料中，歸納出教師透過團隊合作學習模式，能有效的執⾏其教學模式，包含：1. 規劃教學⽬標⼤綱，熟悉教材，設計教學；2. 透過團隊營運，調節班級經營，提⾼學⽣凝聚⼒；3. 明確的教師⾓⾊定位，團隊的權⼒釋放；4. 從過程中觀察與檢討，讓學⽣評定學習的過程與環境；5. 強化學⽣獨⽴思考，主動協助，提升表達能⼒；6. 凝聚共識，發展整合發表能⼒，培養團隊責任。最後，研究者據此提供建議，以供相關研究或課程參考。 / The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.

本研究旨在瞭解新北市國民小學校長道德領導、教師組織公民行為與教師教學效能之現況，並分析不同背景變項之教師在知覺校長道德領導、教師組織公民行為與教師教學效能之差異情形，且探討三者之間的關係，最後藉由校長道德領導與教師組織公民行為對於教師教學效能進行預測。 本研究採調查研究法，共計抽樣25所學校，發出316份問卷，回收301份有效問卷，問卷有效率達93.67%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行分析。 本研究獲致以下之結論： 一、新北市國民小學教師知覺校長道德領導為高程度，以「德行修為」之知覺程度為最高，「理性批判」之知覺程度最低。 二、新北市國民小學教師具備高程度的教師組織公民行為，各層面中以「利他人行為」之表現程度為最高，「利組織行為」之表現程度最低。 三、新北市國民小學教師在教師教學效能的表現屬於高程度，各層面得分以「教學情境」之表現程度為最高，「教學評量」之表現程度最低。 四、新北市國民小學教師，因其職務及學校規模之不同，而有不同的校長道德領導知覺感受。以擔任主任職務、與學校規模在60班（含）以下之教師知覺程度較高。 五、新北市國民小學教師，因其服務年資之不同，而知覺到不同程度的教師組織公民行為。以服務年資在5年以下之教師知覺程度較高。 六、新北市國民小學校長道德領導、教師組織公民行為與教師教學效能的知覺及各分層面，彼此之間具有正相關的關係。 七、新北市國民小學校長道德領導、教師組織公民行為對教師教學效能具有預測作用，以「教師組織公民行為」預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政主管機關、學校行政人員、教師及未來研究的參考。 / The aim of my research is to get to know the current status, to analysis the differences and corelationship under many background variables of elemtary principals’mortal leadership, teachers’organizational citizenship behavior and their teaching efficacy. And the paper will finally predict the affectness of elemtary principals’mortal leadership, teachers’organizational citizenship behavior towards the teachers’ teaching efficacy. Samples of my survey research includes 25 schools. 316 questionnaires were distributed and 301 Recycling effective questionnaire are collected back and the rate is 93.67%. All data were analyzed with the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions were found in this research are listed as following: 1. Elementary school teachers’ perception of principals’moral leadership is above average among New Taipei City: “vitue cultivation” is the highest, while “retional critiques” is the lowest. 2. Elementary school teachers’ perception of teachers’ organizational citizenship behavior is above the average, “altruistic behavior” is the highest, and “Organizational behavior” is the lowest. 3. Elementary school teachers’ perception of teachers’teaching efficacy is above average while “life teaching situation” is the highest, and “teaching evaluation” is the lowest. 4. Significant differences show at the sense of principals’ moral leadership perception n the elementary school teachers’ perception of in terms of gender, job description, and the school size (whether the school has no more than 60 homerooms). 5. Significant differences exist in the elementary school teachers’ perception of teachers’ organizational citizenship behavior in terms of number of working year and 5 working years is the highest. 6. There are significant positive correlation in the elementary school pricipals’ moral leadership perception, teachers’organizational behavior and teachers’teaching efficacy. 7. Both of the principal’s moral leadership and teachers’ organizational citizenship behavior have a predictive effect on teachers’ teaching efficacy, and especially teachers’ organizational citizenship behavior is vital aspect between the two.

本研究旨在探討幼托園所主管教學領導行為與教師教學效能之關係。首先瞭解幼托園所主管教學領導行為與教師教學效能之內涵及現況；其次分析不同背景變項在幼托園所主管教學領導行為與教師教學效能之差異情形；接著探討幼托園所主管教學領導行為與教師教學效能之相關，以及瞭解幼托園所主管教學領導行為對教師教學效能各層面之預測力。 本研究方法除了以文獻探討，分析教學領導行為與教師教學效能之理論與相關研究外，並兼採問卷調查法及訪談調查法。問卷調查之對象以基隆市、臺中縣、臺中市、彰化縣、南投縣，已立案之公、私立幼稚園及托兒所教師為母群體，採兩階段抽樣法進行取樣，共發出720份問卷，總計回收有效問卷493份（有效回收率68.47%）。使用之研究工具為自編之「幼托園所主管教學領導行為與教師教學效能關係調查問卷」，問卷回收後，採描述性統計、信度分析、t考驗、單因子變異數分析、皮爾森積差相關、典型相關、逐步多元迴歸及薛費法多重比較，進行資料分析。在訪談調查部分，乃針對十位幼托園所主管及教師，進行電話訪談。本研究所獲致之主要結論如下： 壹、幼托園所主管教學領導行為方面 一、幼托園所主管教學領導行為表現積極，其中以「發展支持的工作環境」表現最好。 二、「園所主管年資」在幼托園所主管教學領導行為達顯著影響；而「園所所處地區」、「園所性質」、「園所規模」及「園所主管最高學歷」在幼托園所主管教學領導行為未達顯著影響。 貳、教師教學效能方面 一、幼托園所教師教學效能表現良好，其中以「教學互動」表現最好。 二、「園所性質」、「園所主管年資」、「教師年齡」、「教師任教年資」及「兼任行政職務」在幼托園所教師教學效能達顯著影響；而「園所所處地區」、「園所規模」、「園所主管最高學歷」及「教師最高學歷」在幼托園所教師教學效能未達顯著影響。 參、幼托園所主管教學領導行為與教師教學效能兩者之關係方面 一、「幼托園所主管教學領導行為」與「教師教學效能」呈現正相關。 二、「幼托園所主管教學領導行為」對「教師教學效能」具有預測力。 最後研究者根據研究結果，分別對幼兒教育行政機關、幼托園所主管培育機構、幼教師資培育機構、幼托園所主管、幼托園所教師以及後續相關研究提出相關建議，以期對未來幼教的發展有所助益。 / The main purpose of this study was to: (1) Investigate current situation of directors’ instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore the different influence effect of different variables on these two areas. (3) Analyze the relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of directors’ instructional leadership behaviors on the part of teachers’ teaching effectiveness. To accomplish these purposes, literature review was adopted in addition to questionnaire and interview (telephone survey). In questionnaire aspect, the teacher subjects were included public and private kindergartens and nursery schools in Taiwan, specifically Keelung City, Taichung County, Taichung City, Changhua County, Nantou County by means of stratified two-stage simple sampling. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect the data. 720 questionnaires were delivered, and 493 were retrieved with an effective return rate of 68.47%. The questionnaire data analysis included description statistics, reliability analysis, t-test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Ten directors and teachers from the sample of questionnaire interviews were selected for the telephone interviews. The major results were summarized as follows: A. In the aspect of director’s instruction leadership: a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”. b. Directors’ service years have a significant effect on director’s instruction leadership. Kindergarten location, kindergarten category of public or private, school size, and highest educational degree of the director do not have a significant effect on director’s instruction leadership. B. In the aspect of teachers’ teaching effectiveness: a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”. b. Kindergarten category of public or private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative position have significant influences on teachers’ teaching effectiveness. Kindergarten location, school size, highest educational degree of the director and highest educational degree of the teacher do not have significant effect on teachers’ teaching effectiveness. C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness: a. There was a positive correlation between directors’ instruction leadership and teachers’ teaching effectiveness. b. Directors’ instruction leadership was predictive of teachers’ teaching effectiveness. In the last part, based on the findings, the researcher proposes some suggestions for the education authorities, the director training institutions, the teacher training institutions, the preschool directors and teachers, and the future researchers, hoping to benefit the development of preschool education in the future.

本研究旨在了解國民小學級任教師全面品質管理特質班級經營效能的關係。主要目的有五：(一)瞭解國民小學級任教師全面品質管理特質及班級經營的現況。(二)瞭解國民小學級任教師不同背景變項分別在「全面品質管理特質」與「般及經營效能」上之差異情形。(三)瞭解國民小學級任教師「全面品質管理特質」與「般及經營效能」之關係。(四)瞭解「不同背景變項」及「全面品質管理特質」交互作用對「班級經營效能」之影響。(五)瞭解「不同背景變項」及「全面品質管理特質」對「班級經營效能」之預測情形。並根據研究結果提出建議，做為級任教師班級經營之參考。 本研究以問卷調查為主，研究工具為「國小教師全面品質管理特質量表」以及「國小教師班級經營量表」。以台北市公立國小之現職級任教師為取樣範圍，共抽取 27 所學校，發出問卷 455 份，回收 430 份，有效問卷 426 份，回收率為 94.5 %。統計方法係採用因素分析、信度分析、t考驗、單因子變異數分析、雙因子變異數分析、薛費事後比較法、積差相關以及迴歸分析等方法。研究結果如下： 一.國小級任教師的全面品質管理特質及班級經營效能屬中上程度，現況尚稱良好。 二.在全面品質管理特質上，教師的年齡、年資達顯著差異。年長資深者優於年輕資淺者。性別在整體全面品質管理特質上未達顯著差異，但在「注重回饋」上，女教師顯著高於男教師。 三.在班級經營上，教師的性別、年齡、年資、戴班時間達顯著差異，女教師高於男教師，年長資深者優於年輕資淺者，帶班時間久者優於帶班時間短者。 四.全面品質管理特質與班級經營效能有顯著相關，教師的全面品質管理特質越高，共班級經營效能越佳。 五.在全面品質管理特質各向度中，以「顧客中心」最能解釋並預測班級經營效能。 根據以上結論，本研究提出以下建議： 一.對級任教師的建議 (一)級任教師應多多充實全面品質管理知能，將之應用於班級經營中 (二)級任教師應多吸收教育新知，並主動參加研習活動。 (三)教師應主動與家長溝通聯繫，建立良好的親師關係。 (四)教師應尊重學生及家長的意見，善用家長人力資源，鼓勵全員參與教學品質的改進。 二.對學校的建議 (一)定期辦理全品質管理相關研習活動，以增進教師的瞭解。 (二)鼓勵教師推行全面品質的班級經營。 (三)充分鼓勵教師主動舉辦親師交流活動，建立良好親師溝通管道。 (四)學校應對資深及年長教師心懷敬重，重視其教學經驗。 三.對師資培育機構與教育行政機關的建議 (一)開設親師溝通相關課程，以增進出任教師與家長的溝通能力。 (二)鼓勵教師在職進修。 四.對未來研究的建議 針對研究對象、取樣方式、研究變項、研究方法以及研究工具提出建議，作為後續研究之參考。