本研究旨在瞭解國民小學教師參加在職進修課程與教師效能之現況與內涵，並利用線性模式探討變項間的影響關係。首先，進行廣泛地文獻蒐集與探討，厚實研究理論基礎與研究結構；其次，將編製專家效度問卷寄送給8位相關領域之專家學者，進行問卷內容修訂。接著，以分層隨機抽樣方式從臺北市、新北市、桃園縣、基隆市四縣市抽取500位國民小學教師抽取作為問卷調查對象，回收情形為370份問卷，有效問卷352份，有效問卷率為70%，利用統計套裝軟體分析兩變項之現況與影響關係，本研究發現如下: 一、國民小學教師參加在職進修課程與教師效能關係之內涵與現況 (一)國民小學教師參加在職進修課程包括七個向度，包括「教育信念與專業 態度」、「學科知識與教學策略」、「班級經營與學生輔導」、「教育政策與 新興議題」、「專業發展與研究知能」、「學校經營與行政管理」、「生活知 能與實用智慧」，教師參加在職進修課程整體得分情形為中低程度，分向度以「學科知識與教學策略」向度得分最高。 (二)國民小學教師效能包括七個向度，包括「班級經營效能」、「親師溝通效 能」、「課程規劃效能」、「教學執行效能」、「評量診斷效能」、「教學革新 效能」、「抗衡環境效能」，整體得分情形為中高程度，其中分向度以「班 級經營效能」向度的得分最高。 二、不同背景變項在國民小學教師參加在職進修課程與教師效能關係之差異情形 (一)不同背景變項在國民小學教師參加在職進修課程的得分方面：研究發現 除了性別外，在年齡、服務年資、最高學歷、現任職務、學校規模皆達 顯著差異。 (二)不同背景變項在教師效能關係的得分方面：研究發現除了學校規模外， 在性別、年齡、服務年資、最高學歷、現任職務皆達顯著差異。 三、國民小學教師參加在職進修課程各向度與教師效能之影響情形 國民小學教師參加在職進修課程各分向度對教學效能對國民小學教師效能皆具有顯著影響力，各向度之影響情形如下：在教育信念與專業態度向度中以「教育理念與實踐」影響力最高；在學科知識與教學策略向度中以「多元化教學策略」影響力最高；在班級經營與學生輔導向度中以「親師溝通技巧與策略」與「學生問題行為輔導策略」影響力最高；在教育政策與新興議題向度中以「生命教育議題」影響力最高；在專業發展與研究知能向度中以「教師生涯發展與規劃」影響力最高；在學校經營與行政管理向度中以「教育領導知能與實務」影響力最高；在生活知能與實用智慧向度中以「情緒與壓力管理策略」影響力最高。 四、國民小學教師參加在職進修課程與教師效能整體之影響情形 上游潛在變項「國民小學教師參加在職進修課程」對下游潛在變項「國民小學教師效能」具有顯著影響力，其中以「專業發展與研究知能」對「教師教學效能」影響力最高。 最後，依據研究發現進行討論並提出建議，俾提供國民小學教師、教育行政機關與後續研究參考。

摘 要 本研究旨在了解新北市公立國民小學校長空間領導與教師效能感的現況與之間的關係，並分析不同背景變項之教師在知覺校長空間領導與教師效能感差異情形，且探討兩者之間的關係，最後藉由校長空間領導對教師效能感進行預測。 本研究採問卷調查研究法，分層隨機為其抽樣方式，並以學校規模為分層依據，從新北市211所小學抽取作為問卷調查對象，共計抽樣46 所小學，發出474份問卷，收回464份，有效問卷共計442份，並利用統計套裝軟體SPSS18.0分析兩變項之現況與影響關係。 本研究獲致結論歸納如下： 一、新北市國民小學校長空間領導為中高程度，以「以空間規劃引領 教學創新」之程度最高，「校長以空間規劃增進社區關係」之程 度最低。 二、新北市國民小學教師知覺教師效能感為中高程度，以「教學策略 效能感」之程度最高，「班級經營效能感」之程度最低。 三、新北市國民小學教師，因其年齡、服務年資、教育程度、擔任職 務及學校規模之不同，而有不同的校長空間領導感受，以年齡 41-50歲之教師、服務年資11-15年之教師、教育程度研究所以 上之教師、擔任職務為主任之教師及學校規模為31班(含)以上之 教師知覺程度較高。 四、新北市國民小學教師，因其性別、年齡、服務年資、教育程度、 擔任職務及學校規模之不同，而有不同的教師效能感，以女性、 年齡41-50歲之教師、服務年資11-15年及服務年資21年(含)以上 的教師、研究所以上之教師、級任教師及學校規模為31班(含)以 上之教師知覺程度較高。 五、新北市國民小學校長空間領導與教師效能感有顯著正相關，校長 空間領導的程度越高，教師效能感也越佳。 六、新北市國民小學校長空間領導對教師效能感具預測力，以「校長 以空間規劃革新行政效能」的預測作用最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長以及未來研究之參考。 關鍵詞：校長空間領導、教師效能感

本研究旨在探究目前幼稚園組織學習、教師效能感與家長參與間的現況、差異情形，以及三變項間之關聯性。依分層隨機抽樣方式，共抽取500位台北縣市公私立幼稚園資深的大班教師為研究對象，以問卷填答的方式進行問卷調查法之研究，計問卷可用率為44.8%。採用獨立樣本t考驗、單因子變異數分析、Scheff´e事後比較、皮爾森積差相關、單因子多變量變異數分析、多元逐步迴歸等為資料處理與分析方法。研究結果顯示：1.「組織學習」在背景變項上並沒有達顯著差異。2.「教師效能感」在任教年資方面，年資20年以上之教師效能感高於未滿5年者。3.在「家長參與」方面，公幼家長參與程度高於私幼、幼稚園規模為60人以上未滿120人、120人以上者均高於未滿60人之幼稚園、一班為30人之班級其家長參與程度亦高於未滿20人。4.「家長參與」與「組織學習」、「教師效能感」成顯著正相關。5.「家長參與」分別與「資訊分享」、「個人學習」、「深度匯談」成顯著正相關。6.「家長參與」分別與「有效教學」、「克服外在環境」、「專業知能」、「克服家庭因素」成顯著正相關。7.「教師效能感」、「班級規模」、「組織學習」三變項對「家長參與」具有預測力。本研究並根據研究結果提出建議，以提供幼稚園園方、幼教師、師資培育機構，以及未來研究者之參考。

本研究旨在探討國中小實習教師的教師效能感及工作壓力現況，並針對不同背景實習教師分別比較兩者之差異，同時瞭解其間之相關情形，最後研究不同背景變項與教師效能感對工作壓力的預測功能，俾供教育主管機關及實習教師參考。 本研究採問卷調查法，透過文獻探討，蒐集有關實習教師、教師效能感與工作壓力方面的資料，研究工具為自編的「實習教師效能感與工作感受問卷」，其中包括有個人背景資料、教師效能感量表、工作壓力量表及開放性問題等四部分。本研究叢集抽取國中30所、國小60所之桃園縣實習教師500位為樣本，回收有效卷共計414份，回收率82.8%。問卷所得資料以SPSS統計軟體處理，採次數、百分比、平均數、標準差、積差相關、單因子多變量變異數及逐步多元迴歸等統計分析，以回答待答問題。 本研究主要結論如下： 一、實習教師感受整體教師效能感屬中上程度，其中又以「一般教學效能」層面較高 二、實習教師感受工作壓力屬中等程度，以「工作負荷與生涯角色」層面感受較高 三、不同性別實習教師有不同教師效能感受 四、除性別外，不同背景實習教師效能感無顯著差異 五、除實習學校外，不同背景實習教師感受工作壓力無顯著差異存在 六、實習教師效能感之「個人教學效能」與工作壓力之「管教問題與人際溝通」呈現顯著負相關；「一般教學效能」與工作壓力之「工作負荷與生涯角色」及「管教問題與人際溝通」皆呈現顯著負相關 七、實習教師效能感對工作壓力具有效負向預測功能 八、對實習過程而言；近五成實習教師感受快樂或非常快樂，近四成感受有壓力或壓力很大 九、實習教師工作壓力來源，以教師甄試及對未來不確定性、與輔導老師溝通不良、實習工作繁雜、津貼過低等居多 十、實習教師提出心中的感受及建議，值得重視 最後，本研究根據發現及結論，分別就教育主管單位、師資培育機構、實習輔導學校、實習教師及未來研究提出具體相關建議。 / The purposes of this study were to investigate the status of the intern teachers’ sense of efficacy and the job stress, to compare the differences of sense of efficacy and job stress due to different backgrounds, and to examine the correlation between their sense of efficacy and job stress. In conclusion, researched job stress predict function in different background and teachers’ sense of efficacy, I hope to provide references for the educational administration authorities and intern teachers. This study adopts the methods of literature review and questionnaire, aided with literature explore to collect information on intern teachers, teachers’ sense of efficacy, and job stress. The research instrument used was a self-designed survey named “Questionnaire on Intern Teachers about Teachers’ Sense of Efficacy and Job Sense”. The questionnaire consists of four parts: personal background information, teachers’ sense of efficacy, job stress, and opening questions. Study samples were 500 intern teachers from 30 elementary schools and 60 junior high schools in Taoyan County. There were 414 valid surveys received, accounting for 82.8% of the total surveys distributed. Information obtained was statistically with factor analysis, mean, standard deviation, one-way MANOVA, Pearson product-moment correlation test, and multiple stepwise regression analysis of the statistically relation software SPSS. The conclusions obtained from this study are summarized as follows: 1. Inter teachers reached a high middle level of sense of efficacy. The highest level due to general teaching efficacy. 2. Intern teachers’ job stress achieved the middle level. The ”workload and career role” level is the main pressure. 3. Gender differences showed the differences on teachers’ sense of efficacy. 4. No significant correlation on different variables on teachers’ sense of efficacy, but gender backgrounds. 5. No significant correlation on different variables on the job stress, but intern mentor school backgrounds. 6. There is a significant negative correlation between the sense of efficacy dimension of personal teaching efficacy and the job stress dimension of teaching problem and personal relationship. There is the other significant negative correlation between the “general teaching efficacy” aspect of teachers’ sense of efficacy and the “workload and career role” and “teaching problem and personal relationship”. 7. Teachers’ sense of efficacy have the negative predict function on job stress. 8. In the process of Intern teachers’ practice learning, nearly 50% of the intern teachers feel happy or very happiest, and nearly 40% have pressure and the most. 9. The main causes of the job stress on the intern teachers are job interviews and recruitment, uncertainty of one’s future, poor communication with one’s supervisor, complexity of work practice, extremely low allowance, etc. 10. The intern teachers’ feelings about the internship and suggestions are worth paying attention. Finally, based on the research findings and conclusions, here comes some suggestions for our educational administration authorities, teacher-education institutes, intern mentor schools, intern teachers and future studies.

本研究旨探討國民小學學校組織健康、學校組織學習與教師效能感之關係。研究方法為文獻分析與調查研究法。研究對象為臺北縣國民小學教師，共發出794份問卷，回收率85.39％，有效樣本共566份。問卷回收後分別以因素分析、信度分析、描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、多元逐步迴歸分析以及結構方程模式分析等統計方法進行分析。根據研究結果與分析後歸納之研究結論如下： 壹、臺北縣國民小學教師知覺學校組織健康、學校組織學習與教師效能感之現況屬中等程度，仍有相當進步空間。 貳、不同背景因素的教師在學校組織健康、學校組織學習與教師效能感等整體及分向度的看法上有差異。 參、國民小學學校組織健康、學校組織學習與教師效能感之間彼此關係密切。 肆、國民小學學校組織健康與學校組織學習對整體教師效能感有顯著聯合預測力。 伍、國民小學學校組織健康、學校組織學習與教師效能感之間的結構關係佳。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關之建議 一、提倡學校組織健康概念，促進學校組織學習，以提升教師效能感。 二、強化教師職前培育與在職進修的「引導學生效能感」課程規劃。 三、發展教學輔導教師制度，充實教師專業知能。 四、因應地方需要，發展適當學校規模。 貳、對校長培育機構之建議 一、營造更健康的學校組織氣候，並建立良好學校公共關係。 二、奠定良好組織學習文化，強化學校組織學習動力。 三、塑造學校組織願景，強化學校知識管理策略，以提升教師效能感。 四、活化學校氣候與文化，試行教師輪調制度。 參、對校長之建議 一、瞭解不同校長培育機構之課程規劃，持續校長自我專業發展。 二、理解校長實踐學校績效管理之流程與作為，力求自我知行一致。 三、建置校長專業發展之知識分享平台，提升校長績效管理能力。 四、培養校長面對變革之自我因應能力，掌握學校多元之情境脈絡。 肆、對後續相關研究之建議 分別就研究範圍、研究對象、研究變項、研究方法、研究工具以及統計方法等方面，對未來的研究提出建議 / This study is focus on investigating relations between organizational health, organizational learning and teacher efficacy in elementary schools. The research process combines literature review and questionnaire method. The elementary school teachers in Taipei County are the main survey subjects. In total, 794 questionnaires were distributed to the elementary school educators. In addition, the amount of return questionnaires stands for 85.39% of the total amount, which includes 566 questionnaires are valid. The data is analyzed through the statistics methods of factor analysis, reliability analysis, descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, multipack regression and SEM. The findings of the study are as follows: 1. The teachers in elementary schools of Taipei County show median level of perception in school organizational health, school organizational learning and teacher efficacy aspects. Thus, the level of perception could be improved. 2. The teachers with different background show different opinions in school organizational health, school organizational learning, and teacher efficacy aspects, no matter in the whole evaluation or in the divided examination. 3. The relations between school organizational health, school organizational learning, and teacher efficacy in elementary school are quite close. 4. The school organizational health and school organizational learning in elementary school show significant predictability to the whole teachers’ effectiveness. 5. The structure relations between school organizational health, school organizational learning, and teachers’ effectiveness are good. Furthermore, this study provides the following suggestions based on the above findings: I. The suggestions for educational administration i. Schools should advocate the concept of school organizational health, and promote school organizational learning, in order to improve teacher efficacy. ii. Teachers should be encouraged to take more the pre-work training and further education, which are related to how to inspire students’ effectiveness. iii. Schools should develop the supervisor system and further education program to improve teachers’ profession and skills. iv. Governments should depend up the needs of area to build up appropriate school scale. II. The suggestions for principle training institutions i. To build up a more healthy school organizational climate and develop good school public relationships. ii. To create the good organizational learning culture and strengthen schools organizational learning power. iii. To develop the school organizational vision and extend the strategy of school knowledge management, in order to promote teacher efficacy. iv. To implement the teacher rotational system, in order to encourage the active school climate and culture. III. The suggestions for principles i. To understand different programs of principle training institutions, in order to continue principles’ self-professional development. ii. To recognize the process of school management and how to meet to achievements; moreover, to realise these. iii. To build up the sharing platform of principle professional knowledge, in order to enlarge the ability of performance management. iv. To develop the ability to face changes, and handle the multiple aspects of schools. IV. The suggestions for further studies This study advises some implications on research scale, subjects, methods, tools, and statistics methods aspects, respectively; moreover, it provides some suggestions for future studies as well.

本研究主要目的在分析國小校長分布式領導、教師效能感與教師組織承諾之間的關係。採用問卷調查法，以臺北市地區之公立國小教師為研究對象，有效樣本為445份。問卷調查結果採用描述性統計、t考驗、變異數分析、皮爾森積差相關、逐步多元迴歸及結構方程模式等統計方式加以分析。 本研究得到下列結論： 一、目前臺北市國小教師對校長分布式領導的知覺情況屬中上程度。 二、目前臺北市國小教師對教師效能感的知覺情況屬中上程度。 三、目前臺北市國小教師對教師組織承諾的知覺情況屬中上程度。 四、教師因背景變項中「現任職務」的不同，在知覺校長分布式領導、教師效能感與教師組織承諾上有差異。 五、國小校長分布式領導、教師效能感與教師組織承諾兩兩之間具有正向的關聯。 六、國小校長分布式領導、教師效能感的分層構面，對教師組織承諾有正向的預測作用。 七、校長分布式領導可透過教師效能感，增強對教師組織承諾的正向預測力。 最後，根據研究結果提出建議，以供教育行政機關、學校及後續研究之參考。 / The intent of this study was to explore the relationship among principal’s distributed leadership, teacher efficacy and teachers’ organizational commitment in elementary schools. The questionnaire investigation method was employed, and there were 445 valid questionnaires collected from public elementary schools in Taipei City. The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson's product-moment correlation, stepwise multiple regression analysis and Structural Equation Modeling. The results were as follows: 1. The perceptions from the elementary school teachers about principal’s distributed leadership were quite well. 2. The perceptions from the elementary school teachers about teacher efficacy were quite well. 3. The perceptions from the elementary school teachers about teachers’ organizational commitment were quite well. 4. Incumbent duty had significant influences the perceptions of teachers about on principal’s distributed leadership, teacher efficacy and teachers’ organizational commitment. 5. There were significant correlations between principal’s distributed leadership and teacher efficacy as well as between teachers’ organizational commitment. 6. The sub-level of the distributed leadership and teacher efficacy could apparently predict the teachers’ organizational commitment. 7. Teacher efficacy had mediate effect on distributed leadership and influence positively teachers’ organizational commitment. According to the above conclusion, the research proposed relevant suggestions to be referenced by education administrative organizations, elementary schools , and future research.

University of Macau / Faculty of Education

本研究旨在瞭解目前臺北市國民中學校長空間領導、學校組織變革與教師效能的現況，以探討國中教師知覺校長空間領導、學校組織變革與教師效能之差異情形，俾以瞭解三個變項間之關聯 ，並採問卷調查法以臺北市公立國民中學教師為母群體，共發出828份問卷，回收721 份問卷，回收率為 87.1%，有效問卷共588 份，可用率為71.0%，以描述性統計、t 考 驗、單因子變異數分析、皮爾森積差相關、迴歸分析、以及結構方程模式等統計分析，並據分析結果作成以下結論： 一、臺北市國民中學校長空間領導達到中高程度表現，在「融入課程教學」層面的表現最佳，而「使用者共同參與」仍有精進空間。 二、臺北市國民中學學校組織變革達到中高程度，以「教育科技創新」層面認同度最高，而「組織文化」層面得分數較低。 三、臺北市國民中學教師效能達到高程度表現，以「教學策略效能」層面的表現最佳，「引導學生效能」之知覺程度較低。 四、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者、學校規模13-24班、校齡21-40年 )，在知覺校長空間領導行為上顯著較高。 五、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者 )，在知覺學校組織變革上顯著較高。 六、臺北市國民中學教師在不同背景變項中( 男性、師範院校、教師兼主任者)，在知覺教師效能上顯著較高。 七、國民中學校長空間領導、學校組織變革與教師效能具有顯著正相關。 八、校長空間領導與學校組織變革對教師效能有預測力。 九、臺北市國民中學校長空間領導、學校組織變革與教師效能具有良好的適配度，且學校組織變革在校長空間領導與教師效能間扮演完全中介，故國民中學校長空間領導可透過學校組織變革對教師效能產生正向的間接影響。 本研究依研究結果提出建議，以供教育行政機關、學校決策以及未來研究參考。 / The purpose of this study was to understand the relationship among Junior High School Principals' Space Leadership, School Organizational Change and Teacher Efficacy in Taipei City. To investigate the perceptions of junior high school teachers on the correlations among the three variables mentioned above. We employed questionnaire survey to investigate the subjects included public junior high school teachers in Taipei City. With the census-taking, we retrieved 721 from 828 questionnaires. The response rate of the questionnaire was 87% with the usable rate was 71% from 588 usable ones. The collected data was analyzed by using the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, regression analysis and structural equation modeling. According to the results, these conclusions were reached statistically as follows. 1. The performance of principals’ space leadership was above average in the junior high school schools.“Curriculum Integration ” was the best among the four dimensions of the junior high school principals’ space leadership in Taipei City, and there was advancement on the situation about “User Participation” remained. 2. The performance of school organizational change reached a medium-high level in the junior high schools. The dimensions of “innovation of educational technology ” was the highest among all, and lower scores on “organizational culture”. 3. Teachers in the junior high schools evaluated the school “teacher efficacy ”as high. The score was highest in the dimension of "efficacy for instructional strategies" and the lowest in the dimension of “efficacy for student engagement.” 4. Male teachers, teachers serving as directors, teachers in schools with the size of 13-24 classes, and school age between 21 and 40 years had higher evaluations on their practice of space leadership with regard to principals. 5. Male teachers and teachers serving as directors had higher evaluations on school organizational change. 6. Male teachers, teachers serving as directors, and teachers graduating from normal schools had higher evaluations on teacher efficacy. 7. The relationship among principals’ space leadership, school organizational change and teacher efficacy was positively correlated. 8. The principals’ space leadership showed significant predictability on school organizational change and teacher efficacy, particularly in the dimension of “Curriculum Integration ”and “ core competencies of members”. 9. The structural equation model showed the well goodness-of-fit among principals’ space leadership, school organizational change and teacher efficacy. The results revealed that school organizational change fully mediated, and had positive indirect effect on principals' space leadership and teacher efficacy. Suggestions had been made out from the results of this study for the reference of the education authority, decision-making of school administration, and further research.