本研究旨在了解國中社會領域教師教學現況，調查工具為研究者自編國中社會領域教師教學現況問卷。以93學年度台北縣國中為研究對象，採取全面普調各校教務主任及社會領域教師。共計回收學校數67校，佔所有母群施測學校90.54％；有效樣本「教師版」問卷541份，回收率58.61％；「行政人員版」問卷59份，回收率79.73％。並舉辦二次專家教師焦點座談。問卷所得資料，利用統計套裝軟體SPSS10.0版本進行統計分析，獲得以下結論： 一、 在教學現場有將近一成教師為代課浮動編制，且有教師證之公民師資人數百分比明顯偏低。 二、行政人員與社會領域教師對社會領域教學實施現況看法存在差距；行政人員看法較樂觀及寬鬆，社會領域教師在教學自我要求較嚴謹。 三、教師參加領域學分研習進修人數百分比呈現正成長。但教師參加社會領域學分研習對教學行為並無顯著影響。且資深教師參加意願不高。 四、比較83年課程標準與九年一貫新課程，社會領域均為基本學力測驗考科，教學目標不變，教材未見減少，學生學習時數大幅減少，且北縣各國中校際與年級間學生學習時數差距多達240節。使學校教師教學難以發揮，教師新陳代謝停頓，師資結構難更改，呈現教學困境之際。 五、71.2％教師授課方式採取分科教學。一年級採合科教學之比例最高（25.8％）；三年級採分科教學之比例最高（70.6％）。學校決定授課方式多透過會議決，但在決定授課方式受到學校位置、學校規模及教育政策影響。 六、提供專科教室作社會領域教師教學使用的學校數不到四成，設備、教材內容、授課時數等因素影響教師使用專科教室□率。 七、學校提供電化設備的比例達九成六三，超過七成的行政認為提供電化設備的數量足供教師使用，近六成認為教師會獨立操作。但教師因電化設備、教材內容、授課時數影響教師使用頻率。 八、學校提供圖儀設備的比例達九成七；五成的行政認為提供圖儀設備的數量及種類足供教師使用；八成二行政對認為教師使用情形尚可，教師教學使用頻率因圖儀設備與教材內容的相關度、行政管理借用方便及教師用心規劃課程而影響。 九、47.9％行政及79.8％教師認為多元化教學「尚待加強」。54.2％行政已訂定相關配套措施。另教師因教學時間及設備因素影響多元化教學實施。 十、國民中學社會領域「教師教學行為」的總平均分數3.71落在「符合」與「非常符合」之間，表示教師教學專業行為居於中上。 十一、整體教師得分最高的是「增進有效溝通」，教師教學最優強項為「教學時，能以和善親切的語氣與學生互動。」；得分最低的是「活用教學策略」，教師教學最弱項為「教學時，能依據教學需要應用各種電化設備。」 最後依據研究結論，提出建議。 / The purpose of this study is to understand the current status of teaching implementation on the teachers of social learning field in junior high schools, the investigation tool is a questionnaire self-prepared by the author, which is to aim at the current status on the teaching activities of the teachers on social learning field in junior high schools. The study was to aim at junior high schools of Taipei County in 2004 academic year as the study object and adopted an overall general investigation on prefect of studies and the teachers in social learning field of each school. Totaling 67 schools of returning rate which occupied 90.54% of sampling school, 58.61% of returning rate in total 541 copies of valid sample questionnaire of “Teacher Version”, the returning rate in which was 58.61%, and 59 copies of questionnaire of “Administrative Personnel Version”, the returning rate in which was 79.73%. Except the mentioned above, we also have held twice focus seminars participated by expert teacher. The data obtained from questionnaire that has further made use of SPSS 10.0 Version of statistics package software to proceed statistical analysis, the conclusions from which are as follows: 1. Approximately 10% teachers on the teaching spot are belonged to the acting teacher of floating system, the number of civil education teacher bearing teacher certificate is apparently low . 2. It exists difference of viewpoint on the implementation status of social field teaching between administrative personnel and teacher for social filed teaching. The viewpoint of administrative personnel is more optimistic and loosening, however, the teacher for social field teaching is more strict on self-discipline. 3. The number of teacher participated in the field credit study has appeared positive growth, however, there is no significant influence on the teaching behavior of the teachers participated in the field credit study, moreover, the participation willing of senior teacher is not so high. 4. Compares to the course standard of 1994 with the new course of 1-9 integrated curriculum, social field is same as the examination course in basic learning ability, its teaching target has no change, the teaching material has not been decreased, but the learning hours is largely decreased, meanwhile, the difference of learning hours among the junior high schools and grades in Taipei County has reached 240 periods, it has caused the teachers in school are difficult to fulfill in teaching, the metabolism of teacher is stopped, the structure of teacher is difficult to change, it has appeared the hardship on teaching. 5. 71.2% of teaching method by teachers that has adopted courses classified teaching. The rate of 1st Grade adopted courses combined teaching is highest (25.8%), the rate of 3rd Grade adopted course classified teaching is highest (70.6%). The decision on lecturing method made by school, more are through resolved by meeting, however, the decision on the lecturing method is subject to the influence on the location of school, scale of school, and the education policy. 6. It is less than 40% of schools to provide specialty classroom to the teacher in the social field, the factors such as equipment, contents of teaching material, lecturing hours will affect to the using frequency on specialty classroom. 7. The rate of school providing electrified equipment has reached 96.3%, exceeding 70% of administrative personnel deem that the quantity of electrified equipment provided that is sufficient to be used by teacher. Approximately 60% deem that teacher can operate independently. However, due to electrified equipment, contents of teaching material, and the lecturing hours that will influence on the using frequency by teacher. 8. The rate of school providing drawing & instrument equipment that has reached 97%, exceeding 50% of administrative personnel deem that the quantity of drawing & instrument equipment provided that is sufficient to be used by teacher. The using frequency on teaching by teacher that is influenced by the relevance between drawing & instrument equipment and contents of teaching material, convenience on borrowing from administration and course well planned by teacher. 9. 47.9% of administrative personnel and 79.8% of teachers deem that the pluralized teaching is still pending to strengthen. 54.2% of administrative personnel have already established responding measures. However, because of the teaching hours and the equipment factor that will influence on the implementation of pluralized teaching. 10. The total average score 3.71 of “Teachers’ Teaching Behavior” in social field in junior high school is fallen behind and between “Consistent” and “Very Consistent”, which means that the teaching professional behavior of teachers is over middle level. 11. The highest of scoring by integrated teachers is “Promoting Effective Communication”, the excellent item shown by teachers in teaching is “ Be able to interact with students by amicable and kind tone while teaching”, the minimum scoring is “Vitalizing Teaching Strategy”, the weakest item shown by teachers in teaching is “Be able to according to the teaching need to utilize each kind of electrified equipment”. Finally, in accordance with the conclusion on study, we do hereby propose the suggestion. Keyword: social field, 1-9 integrated curriculum, field teaching.

本研究旨在參照美國跨州學校領導標準證照聯合會（ISLLC）所提出的「ISLLC學校領導者標準」為例，藉以建構出國民中小學校長領導能力指標權重體系。研究方法運用分析網路程序法（ANP），研究工具則採用編修之「國民中小學校長領導能力指標權重體系調查問卷」，並以校長學、校長培育、學校行政等領域之13位學者專家為研究對象，對國民中小學校長領導能力指標之內容進行重要性評比。 本研究依據研究結果，得到以下二項研究結論： 一、學校文化與教學方案為最重要之校長領導能力向度 二、提升教師專業能力為最重要之校長領導能力指標 而依據研究結論，本研究提出以下建議，以作為教育行政機關、校長培育機構等之參考。 一、對教育行政機關之建議 （一）儘速研擬設立校長培育標準及專責單位 （二）校長領導能力指標可作為校長評鑑與校長證照制度之基礎 二、對校長培育機構之建議 （一）校長培育課程中其校長領導能力的規劃，以「學校文化的建立」與「教師能力的提升」作為初階能力的養成 （二）「提升教師專業能力」、「合作發展與共享」、「發展績效評估系統」作為校長培育課程的首要目標 此外，本研究亦針對後續研究者在研究對象、研究方法及研究範圍等三方面，提出相關建議。 關鍵字：校長領導能力、校長培育課程、分析網路程序法 / The purpose of this study is to construct a weight system of principal’s leadership competence indicators for the elementary and junior high school, and this study refer to “Interstate school leaders licensure consortium: Standards for school leaders” as an example. The main method of this study is Analytic Network Process (ANP). The research instrument of this study is a modified questionnaire which is used to survey the elementary and junior high principal’s leadership competence. 13 scholar experts most in principalship, principal preparation and school administration are taken as the research object to estimate the importance of indicator for the elementary and junior high school principal’s leadership competence. According to the research results, two conclusions are as follows: 1. School culture and instructional program is the most important dimension of school principals' leadership competence. 2. Enhancement of the professional competence of teachers is the most important indicator of school principals' leadership competence. This study provides the following suggestions from the conclusions to the educational administrations and the organizations of principal preparation for reference: 1. For education administration authority (1) Plan to establish the standards of principal preparation and set up an unit in charge of them. (2) The indicator of school principals' leadership competence can be a basis of principal evaluation and principals’ licensure. 2. For the institutes of principal preparation (1) Planning of principals' leadership capacity in the principal preparation courses as entry-level capacities are “The establishment of school culture” and “The enhancement of the professional competence of teachers”. (2) The principal of the primary objective of the course are “The enhancement of the professional competence of teachers”, “The cooperation and development and sharing”, and “The development of performance evaluation system”. In addition, this study also provides future researchers in three areas of the object of study, research methods and scope of the study to make recommendations. Keywords: principal leadership capacity, principal preparation program, analytic network process

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