本研究之目的主要為探討國民小學校長課程領導與教師教學效能二者之間的關係。 　　本研究主要採用文獻分析法、問卷調查法以及訪談法等研究方法。在問卷調查方面，以臺北縣90所公私立國民小學的90位校長與810位教師為調查對象，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。在訪談方面則從上述學校中選擇2所學校，每校訪談校長、主任、教師各1位。本研究期能透過上述的設計，了解校長與教師對課程領導與教師教學效能二者關係的具體看法與建議。 　　本研究之結論歸納如下： 　　一、臺北縣國民小學校長與教師均肯定校長課程領導。 　　二、臺北縣國民小學校長與教師均肯定教師教學效能。 　　三、不同背景變項的校長對於本身課程領導的評價差別不大。 　　四、在教師的背景變項中，除了最高學歷之外，其餘變項均會影響其對校長課程領導的評價。 　　五、不同背景變項的校長在教師教學效能上的評價差別不大。 　　六、在教師的背景變項中，除了年齡與服務年資之外，其餘變項對教師教學效能的影響不大。 　　七、校長實施課程領導確實有助於提升教師教學效能。 　　八、在校長課程領導各層面中，以「促進教師專業成長」對於整體教師教學效能的預測力最高。 　　本研究依據結論，於教育行政機關、校長、教師以及未來研究，提出以下具體建議： 　　一、對教育行政機關的建議 　　　（一）重視校長的培育與進修，不斷提升校長實施課程領導的實力。 　　　（二）依據地方差異，給予課程領導行政支援。 　　二、對國民小學校長的建議 　　　（一）發揮課程領導權利，善盡課程領導義務。 　　　（二）營造優質校園文化，建構學習型學校。 　　　（三）促進教師專業成長，提升教師教學效能。 　　三、對國民小學教師的建議 　　　（一）成為「合作的學習者」，彼此交流教學經驗與資源。 　　　（二）成為「行動的研究者」，探索提升教學效能之道。 　　四、對未來研究的建議 　　　（一）在研究範圍方面：本研究以台北縣為研究範圍，建議未來研究可以全臺灣地區為研究範圍，以擴大研究的廣度。 　　　（二）在研究方法方面：除了文獻探討、問卷調查與訪談之外，建議未來研究再增加個案研究法，以擴大研究的深度。 / The purpose of this study was to inquire the relationship between principals' curriculum leadership and teachers' teaching effectiveness in elementary schools. 　　This study methods were adopted literature review, questionnaire and in-depth interviews. In questionnaire aspect, the subjects included 90 principals and 810 teachers from 810 public and private schools in Taipei County. The collected data were analyzed through the methods of descriptive statistic, t-test, one-way ANOVA, Pearson's product-moment correlation, canonical correlation and multiple stepwise regression analysis. In addition, interviews had selected two schools from the sample of questionnaire. It is hoping that through this design to collect and understand the relationship between principals' curriculum leadership and teachers' teaching effectiveness as well as real life phenomenon of the researched subject. 　　Conclusions were made as followings: 　　1. Most principals and teachers agree the behavior of principals' curriculum leadership in elementary schools of Taipei County. 　　2. Most principals and teachers agree the behavior of teachers' teaching effectiveness in elementary schools of Taipei County. 　　3. Principals among diverse background variables take a similar view in their own curriculum leadership. 　　4. Teachers among diverse background variables, except the highest academic background, the rest variables will affect evaluations on principals' curriculum leadership. 　　5. Principals among diverse background variables take a similar view in teachers' teaching effectiveness. 　　6. Teachers among diverse background variables, except age and service seniority, the rest variables will have little influence on teachers' teaching effectiveness. 　　7. To put principals' curriculum leadership into practice is indeed conducive to promote teachers' teaching effectiveness. 　　8. Among all dimensions of principals' curriculum leadership, the highest prediction to total teachers' teaching effectiveness is promoting teachers' professional growth. 　　According to the conclusions, following are the suggestions： 　　1. Suggestions for educational administration organizations 　　　1) Respecting the nurture and further education of principals and enhance the strength of curriculum leadership constantly. 　　　2) In accordance with variation of locality, offering administrative supports for curriculum leadership. 　　2. Suggestions for principals of elementary schools 　　　1) Functioning curriculum leadership rights, fulfilling curriculum leadership obligations. 　　　2) Building high quality campus cultures, constructing learning schools. 　　　3) Promoting teachers’professional growth, enhancing teachers' teaching effectiveness. 　　3. Suggestions for teachers of elementary schools 　　　1) Becoming cooperative learners, communicating the experiences of and resources to each other. 　　　2) Becoming action researchers, enhancing the way to teachers' teaching effectiveness. 　　4. Suggestions for future research 　　　1) Aspects in research scope: the study ranging from Taipei County, suggest future research could include the whole Taiwan area to expand the breadth of study. 　　2) Aspects in research method: besides literature review, questionnaire and in-depth interviews, suggest future research could add case study to expand the depth of study.

本研究旨在瞭解國民中學校長分布式領導、教師專業社群學習與教師教學效能之現況，並分析不同背景變項之教師對於校長分布式領導、教師專業社群學習與教師教學效能知覺之差異情形，且探討三者之間的關係，最後則探討國民中學校長分布式領導、教師專業社群學習對教師教學效能之預測力。 本研究採問卷調查法，共計抽樣48所國民中學，發出445份問卷，回收423份有效問卷，問卷有效率達95.1%，問卷調查結果以描述性統計、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法進行統計分析。 本研究最後獲得以下結論： 一、國民中學教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。 二、國民中學教師知覺教師專業社群學習為中高程度，以「關注學生學習」之知覺程度為最高，「分享教學實務」之知覺程度為最低。 三、國民中學教師知覺教師教學效能為高等程度，以「教學氣氛」之知覺程度為最高，「教學策略」之知覺程度為最低。 四、國民中學教師，因年齡、擔任職務、學校地區、及學校規模之不同，在知覺校長分布式領導上有顯著差異。 五、國民中學教師，因性別、學校地區、及學校規模之不同，在知覺教師專業社群學習上有顯著差異。 六、國民中學教師，因性別、擔任職務、及服務年資之不同，在知覺教師教學效能上有顯著差異。 七、國民中學校長分布式領導、教師專業社群學習與教師教學效能整體及各層面，彼此之間具有正相關的關係。 八、國民中學校長分布式領導、教師專業社群學習對教師教學效能具有預測作用，以「教師專業社群學習」的預測力最佳。 / The purpose of this study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community, and teachers’ teaching effectiveness in junior high schools, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ teaching effectiveness through principals’ distributed leadership and teachers' professional learning community. Through the use of questionnaire survey method, data were collected from 48 junior high schools, distributing 445 questionnaires in total. Valid questionnaires of 423 were collected, with a usable rate of 95.1%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1. Junior high school teachers’ perception of principals’ distributed leadership is above average, in which the dimension “principals’ self-confidence and modesty” was the highest, and “construction of a proper turning point” was the lowest. 2. Junior high school teachers’ perception of teacher professional learning community is above average, in which the dimension “focusing on students’ learning” was the highest, and “sharing teaching practices” was the lowest. 3. Junior high school teachers’ perception of teachers’ teaching effectiveness is above average, in which the dimension “teaching environment” was the highest, and “teaching strategy” was the lowest. 4. There are significant differences in the junior high school teachers’ perception of principals’ distributed leadership in terms of age, position, location of school, and scale of school. 5. There are significant differences in the junior high school teachers’ perception of teacher professional learning community in terms of gender, location of school, and scale of school. 6. There are significant differences in the junior high school teachers’ perception of teachers’ teaching effectiveness in terms of gender, position, and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teacher professional learning community, and teachers’ teaching effectiveness. 8. Principals’ distributed leadership and teacher professional learning community have a predictive effect on teachers’ teaching effectiveness.

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.

本研究旨在瞭解國民小學校長營造學習共同體與教師教學效能之間的關係。除瞭解國民小學校長營造學習共同體及教師教學效能之現況，分析不同背景變項在校長營造學習共同體及教師教學效能之差異情形外，亦探究校長營造學習共同體與教師教學效能之相關程度，以及探討校長營造學習共同體對教師教學效能之預測情形。 本研究採問卷調查法，研究對象為宜蘭縣國民小學主任、組長、級任教師及專任教師，共發出300份問卷，有效問卷計258 份，可用率達86%，問卷回收後分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、國民小學校長營造學習共同體表現為中高程度，其中以「學生學習共同 體」之知覺程度最高，「家長學習共同體」之知覺程度最低。 二、學校教育人員知覺教師教學效能為高程度，其中以「教學評量」之知覺 程度最高，「教學計畫」之知覺程度最低。 三、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「校長營造學習共同體」的程度較高。 四、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「教師教學效能」的程度較高。 五、不同程度之國民小學校長營造學習共同體在教師教學效能上有顯著之差 異。 六、校長營造學習共同體與教師教學效能有顯著之正相關，知覺校長營造學 習共同體程度愈高，則教師教學效能則愈高。 七、校長營造學習共同體對教師教學效能具有正向的預測力。 最後，本研究根據研究結果，提出相關建議，俾提供教育行政機關、國民小 學校長以及未來研究參考。 / This study aims at discussing the relationship of principals’ reform schools into learning community and teachers’ teaching effectiveness of elementary schools.The first is to expore the reality for principals’ reform schools into learning community and teachers’ teaching effectiveness.Second, investigating the differences of background variables among principals’ reform schools into learning community and teachers’ teaching effectiveness.Third, to analyze the relationships among principals’ reform schools into learning community and teachers’ teaching effectiveness.Finally, researching predictive power of principals’ reform schools into learning community on teachers’ teaching effectiveness. The research adopts the questionnaire method. The main participants of the questionnaire survey are administrators in elementary schools inYilan County. The total number of questionnaires that were distributed to school is 300, and 258 of which are valid. That is, the percentage of availability is around 86%. The collected data is analyzed through the statistical method of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and Multiple stepwise regression analysis. The findings of the study are as follows: 1. Principals have medium-high performance on pricipals’ reform schools into learning community. The score is the hightest in the dimension of “students’ learning community " and the lowest in the dimension of " partents’ learning community." 2. Administrators in Yilan elementary schools perceptions the teachers’ teaching effectiveness as high. The score is hightest in the dimension of “instructional assessment " and the lowest in the dimension of “instructional plan." 3. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes,perceive principals’ reform schools into learning community higher than others. 4. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes highly perceive the teachers’ teaching effectiveness. 5. Principals’ reform schools into learning community in Yilan elementary schools with different dgree on the teachers’ teaching effectiveness is significantly different. 6. The relationship between principals’ reform schools into learning community and teachers’ teaching effectiveness is positively correlated.The higher principals’ reform schools into learning community is, the higher perceptions of the teachers’ teaching effectiveness. 7. The principals’ reform schools into learning community have the positive predictive power on teachers’ teaching effectiveness. According to the above conclusions, the research is to provide some suggestions as future references for the institutions of education administration and schools.