本研究目的為建構中小學校長在職專業增能課程指標，提供校長專業發展支持機構、教育行政機關作為校長在職增能與專業發展相關課程與政策制定之參考。研究方法部分，經由文獻探討分析初擬中小學校長在職專業增能課程指標，邀請13位相關領域專家學者以及資深經歷之中小學校長針對指標進行適切性評估與指標修訂，而後以概念構圖法進行指標分群與重要性評定，得出上位概念之指標構面及權重，建構中小學校長在職專業增能課程指標系統，依據研究結果與分析歸納結論與建議如下。
結論：
（一）本研究建構之中小學校長在職專業增能課程指標系統共計五構面22項指標，構面分別為：「一、課程教學與學生學習」構面含5項指標、「二、領導知能與溝通決策」構面含4項指標、「三、資源運用與空間規劃」構面含5項指標、「四、行政實務與知識管理」構面含4項指標、「五、學校行銷與品牌形塑」構面含4項指標。
（二）「領導知能與溝通決策」構面為最重要之中小學校長在職專業增能課程指標構面。
（三）學生適性學習及危機管理為最重要之中小學校長在職專業增能課程指標。
（四）中小學校長在職專業課程指標於不同對象之重要性有其差異，學者專家認為「學生適性發展」及「危機管理與實務」兩項最為重要；資深經歷中小學校長則認為「學生適性發展」、「學校領導知能與實務」及「辦學理念與校務發展規劃」最為重要。
建議：
（一） 中小學校長在職增能宜建立有系統化之課程指標作為參照。
（二） 中小學校長在職專業增能課程首重於領導知能與溝通決策。
（三） 中小學校長在職專業增能課程宜著重於學生適性發展。
（四） 中小學校長在職專業增能課程建構應參酌不同利害關係人意見。 / The purpose of this study is to construct the indicators of inservice professional development course for elementary and secondary school principals, which provide principals professional development support agencies and educational administration departments as a reference for planning principals inservice professional development course and policy related to professional growth and professional development. As for research method, by means of literature review, 22 indicators of inservice professional development course for school principals had been organized based on an expert survey, which survey 13 experts. Concept mapping questionnaire used to analyze experts' opinion on the importance of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of inservice professional development course for school principals. The main conclusions as below:
1. This study constructs an indicator system of inservice professional development course for school principals of 5 dimensions and 22 indicators in total. The 5 dimensions are: I. curriculum, teaching and student learning, which include 5 indicators. II. leadership knowledge, communication and decision making, which include 4 indicators. III. resource utilization and campus space planning, which include 5 indicators. IV. administrative practice and knowledge management, which include 5 indicators. V. school marketing and brand shaping, which include 5 indicators.
2. Leadership knowledge, communication and decision-making is the most important dimension of inservice professional development course for school principals.
3. Adaptive learning and crisis management are the most received expert attention.
4. The importance of different objects have their differences of inservice professional development course for school principals. Scholar think Adaptive learning and crisis management are the most important indicators. on the other hand, school principal think Adaptive learning, school leadership knowledge and practice, and school philosophy and development planning are the most important indicators.
According to the result, here are some recommendations as below:
1. It is advisable to establish systematic curriculum indicators as a reference for inservice professional development course for school principals.
2. Inservice professional development course for school principals most emphasis on leadership knowledge and communication and decision-making.
3. Inservice professional development course for school principals most emphasis on Adaptive learning.
4. Inservice professional development course for school principals should take into account the views of different stakeholders.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0104171007 |
| Creators | 張綺文 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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