本研究旨在探討桃園縣國民中學教師所期望的校長教學領導行為和所知覺到的校長教學領導實際行為，藉由文獻分析、問卷調查、半結構式訪談等方法，探討教師背景變項、學校背景變項的教師對校長教學領導行為之知覺差異情形。 調查對象以桃園縣公立之國民中學教師為母群體，抽取723位教師（包括教師兼之主任與組長）做樣本，以自編『國民中學校長教學領導行為調查問卷』進行問卷調查，有效問卷隨即進行編碼、記分，然後輸入電腦建立資料檔，再以SPSS 10.0 for Windows 套裝軟体進行各項統計考驗。為彌補問卷調查之不足，抽取桃園縣具代表性的六位校長以自編『國民中學校長教學領導行為訪談題目』進行訪談，經錄音、編碼、整理後進行分析。 本研究所獲得之主要結論如下： 壹、桃園縣國中教師所知覺到校長教學領導行為的理想面與實踐面有明顯差 異，理想面明顯大於實踐面 貳、桃園縣國民中學教師對於校長教學領導在理想面的知覺度很高，其中以營造支持環境向度居七個層面之首，而以確保課程品質為最低 參、桃園縣國民中學教師對於校長教學領導在實踐程度方面的知覺度屬中上程度，以營造支持環境層面居七個層面之首，而以激勵教師合作與互動最低 肆、桃園縣國民中學教師在校長教學七個層面上的知覺，不管是理想面或實踐面，皆以營造支持環境為最高，且在校長訪談中亦以營造支持環境最為校長重視，此結果充分顯示校長與教師對校長教學領導的看法相當一致 伍、桃園縣國中教師對校長教學領導的理想面，在男女性別教師變項、年資變項、擔任職務變項、學校所在地變項、設校時間變項並無差異。桃園縣國中教師對校長教學領導的實踐面，在年資變項、學校所在地變項、設校時間變項皆無明顯差異 陸、桃園縣國中教師對校長教學領導在實踐面的性別變項上的知覺顯示有差異，男性教師比女性教師認為校長更有從事教學領導行為 柒、桃園縣國民中學一般教師與兼行政教師對校長教學領導在實踐面有明顯差異，兼行政之教師比一般教師認為校長在教學領導的實踐程度上較高 捌、桃園縣國中教師對校長教學領導在學校規模變項，不管理想面或實踐面的知覺度都以24班以下為最高 依據研究結論，本研究提出以下建議： 壹、對教育主管機關之建議 一、加強充實校長教學領導的理念 二、師資與校長培訓中加入教學領導的課程 三、適時縮小學校規模 四、校長評鑑時應重視教學領導項目 貳、對國民中學校長的建議 一、充實教學領導知能，積極扮演教學領導角色 二、建立教學領導團隊，引導教師合作與互動 三、推行教學領時應積極營造良好的學校文化 四、校長應致力於確保課程品 五、加強各領域教學研究會功能 參、對未來研究的建議 未來研究對象可進一步擴大地區範圍，研究變項應該加入教師學歷變項學區家長變項及學校效能，學生學習成就等相關變項，為了更能瞭解校長教學領導行為，未來的研究宜加入實際觀察、個案研究等方式。 / The purpose of this study was surveying the principals’ instructional leadership behaviors expected and perceived by the junior high school teachers in Taoyuan County. The study explored the differences in the sense of the principal’s instructional leadership behaviors perceived by the teachers in teacher background and school background variables. The study took Taoyuan County’s public junior high school teachers as population from which 723 teachers (including teachers as part-time directors and chiefs) were randomly sampled. The effective questionnaires are then encoded, scored and stored, finally analyzed by SPSS 10.0. To supplement the questionnaire survey, the study also conducts in-depth interviews with six principals among all public junior high schools in Taoyuan County with the “the Junior High School Principal’s Instructional Leadership Behaviors” developed by the author. The conclusions and implications of the present study are summarized below: 1. Significant differences are found between what expected and what actually realized in the principal’s instructional leadership behaviors. What expected are higher than what realized. 2. The teachers have a high perception on the expectation of principal’s instructional leadership. Among the seven major aspects of instructional leadership, Supportive Environment Creation ranks as top priority and Course Quality Assurance as the last. 3. The realization aspect of the principal’s instructional leadership behaviors perceived by the teachers was above average. Among the seven major aspects of principals’ instructional leadership, The dimension of supportive environment creation ranked as top priority and the encouraging teachers’ cooperation and interactions as the last. 4. Among the seven instructional leadership aspects of the principal perceived by the teachers, The demension of supportive environment creation ranked as top one both in expectation and realization and this aspect is also most valued by all principals interviewed. This result demonstrates a high consistency between the principals and teachers on the view of the principal’s instructional leadership. 5. The teachers’ perception of expectation to principal’s instructional leadership in variables including teacher’s sex, service term, position, school location, school founding time shows no difference. The degree of realization of the principal’s instructional behaviors perceived by the teachers shows no significant difference in variables including service term, school location and school founding time. 6. The male teachers’ perception of realization of principal’s instructional leadership was significantly higher than female teachers’ in sex variable. 7. The average teachers perceived a high degree of realization in the principal’s instructional leadership behaviors than the teachers as part-time administrators did. 8. The teachers’ perception of both expectation and realization of principal’s instructional leadership in school scale implies that the highest score of both arises in a school consisting of maximum 24 classes. And then there are some suggestions presenting by this study as follow: 1. Suggestions to the education authorities: (1) Promote and reinforce the concept of principal’s instructional leadership. (2) Enrich the teacher and principal training programs with Instructional Leadership Courses. (3) Downsize the school scale in time (4) Value the instructional leadership areas during evaluating principals. 2. Suggestions to junior high school principals: (1) Advance in instructional leadership knowledge and actively play the role in instructional leadership. (2) Form Instructional Leadership Teams to lead teachers to optimal cooperation and interactions. (3) Shape the school with excellent school culture actively while launching and implementing instructional leadership. (4) Devote to course quality assurance. (5) Enhance the research society’s functions 3. Suggestions to future researches : It is advisable to expand in regional scope in future study and to expand the study variables that include variables such as Teacher’s Diploma, School District & Parents, School Performance, Student’s Academic Achievements, etc.; further, to better understand the principal’s instructional leadership behaviors, it is advisable to use methods such as Actual Observation, Case Study, etc.

校長教學領導行為與九年一貫課程實施之研究 ─以桃園縣國民中學為例─ 摘 要 本研究目的主要在探討校長教學領導行為與九年一貫課程實施相關議題，並調查不同背景變項之教師，對校長教學領導行為與九年一貫課程實施的知覺上有何差異。 調查研究以桃園縣國民中學教師為母群體，抽取768位教師為樣本，以自編之「校長教學領導行為調查問卷」與「九年一貫課程實施調查問卷」進行問卷調查，計回收有效問卷712份。所得資料以SPSS10.0統計軟體進行統計分析，並透過描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析等統計方法加以分析與解釋，所獲得的主要結論如下： 一、國民中學校長教學領導行為之現況分析 國中教師在知覺校長教學領導行為程度上，以「增進學生學習氣氛」最高，而最低的為「確保課程教學品質」。 二、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺校長教學領導行為上有差異。 三、不同實施狀況學校的國中教師在知覺校長教學領導行為上無差異。 四、國民中學九年一貫課程實施之現況分析 國中教師在知覺九年一貫課程實施上，以「學校本位課程」最高，而最低的為「協同教學」。 五、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺九年一貫課程實施上有差異。 六、不同實施狀況學校的國中教師在在知覺九年一貫課程實施上無差異。 七、國民中學校長教學領導行為與九年一貫課程實施上有正相關存在。 另本研究根據結果提出數點建議以供參考。 關鍵詞：校長教學領導行為、九年一貫課程實施 / A Study of Principals’ Instructional Leadership and Nine-Years Integrated Curriculum Implement － A Case Study for Junior High Schools in Taoyuan County Abstract The purpose of this research is to investigate principals’ educational leadership behavior in relation to issues regarding nine-years integrated curriculum practice and also to further investigate the perception differences for teachers with different background variables regarding principals’ educational leadership behavior on nine-years integrated curriculum practice. The investigation took Taoyuan County junior high school teachers as population and selected 768 teachers as samples and through self-made “Principals’ instructional leadership questionnaire” and “Nine-years integrated curriculum practice questionnaire” to do research. 712 valid questionnaires were analyzed and explained via descriptive analyses, T-test, one-way ANOVA, Pearson correlation, and multiple regression statistic methods by conducting SPSS10.0 statistic software. The study results are as follows: 1.Teachers in junior high schools perceived that principals’ educational leadership behavior was best at enhancing a student-learning atmosphere and was worst at ensuring the quality of teaching courses. 2.Based on different teachers’ background variables (gender, age, educational background, appointed position, number of years of service, school scale and school location), there were differences in teachers’ perception to principals’ educational leadership behavior. 3.There was no discrepancy between different practical circumstances to the middle school teachers’ perceptions of principals' instructional leadership. 4.The middle school teachers have high perception of nine-years integrated curriculum practice on “School-based curriculum” and have low perception on “collaborative teaching”. 5.Based on different teachers’ backgrounds (gender, age, educational background, appointed position, number of years of service, school scale and school location), junior high school teachers perceived that there were differences in the nine-year consistent course implementation. 6.There were no differences in junior high school teachers’ perception on nine-years integrated curriculum practice in schools with different implementation conditions. 7.There was a positive correlation between junior high school principals’ educational leadership behavior and nine-years integrated curriculum practice. In addition, this research proposed several recommendations based on our results for reference. Keywords：principals’ educational leadership behavior, nine-years integrated curriculum practice.

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.