本研究旨在瞭解目前新北市國民小學空間領導、學校組織變革與教師創新教學的現況，分析不同背景變項下之教師，知覺校長空間領導、學校組織變革與教師創新教學之差異情形，並探討三者間之關係，最後建構並驗證校長空間領導、學校組織變革與教師創新教學之結構方程模式。
本研究採問卷調查法，共計抽樣83所學校，發出786份問卷，回收544份有效問卷；問卷回收率達69%。問卷調查結果以描述性統計、t檢定、單因子變異數分析及結構方程模式分析等統計方法加以分析與探討。
本研究獲致結論如下：
一、新北市國民小學教師知覺校長空間領導為中上程度，以「建構教育空間」層面表現最突出，「使用者共同參與」之得分最低。
二、新北市國民小學教師知覺學校組織變革為高程度，以「組織文化」層面最獲肯定，「教育科技創新」之知覺程度為最低。
三、新北市國民小學教師知覺教師創新教學為高程度，以「教學方法」層面最獲認同，「情境營造」之知覺程度為最低。
四、新北市國民小學教師，在不同背景變項中（無學校獲獎情形、年齡高者及職務為教師兼主任者），在知覺校長空間領導行為上顯著較高。
五、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及擔任職務為教師兼主任及教師兼導師者），在知覺學校組織變革上顯著較高。
六、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及及兼任行政職之教師者）在知覺教師創新教學行為上顯著較高。
七、新北市國民小學校長空間領導、學校組織變革與教師創新教學具有良好的聚斂效度，且學校組織變革在校長空間領導與教師創新教學間扮演完全中介，故國民小學校長空間領導可透過學校組織變革對教師創新教學產生正向的間接影響。
最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究之參考 / The purpose of this study is to learn the relationships among the primary school principal space leadership, school organizational change and innovative teaching of teachers in elementary school of New Taipei City. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, school organizational change and innovative teaching of teachers, the researcher tries to build and verify a model for these three elements.
Through the use of questionnairs survey method, data were collected from 83 elementary schools, distributing 786 questionnairs in total. Valid questionnairs of 544 were collecte, with a usable rate of 69%. All data were analyzed by the mothods of descriptive statistics, independent t-test, one-way ANOVA and SEM.
According to the results, this study has obtained the following conclusions.
1. The level of space leadership of principals in the elementary schools is medium-performance, and the performance in “constructing educational space” is outstanding, and lower scores on “the users joint participation”.
2. The level of school organizational change is high, and “organizational culture” is certainly the most eligible in the elementary schools, and lower scores on “educational technology innovation”.
3. The level of innovative teaching of teachers is high, and “teaching method” acquired the most recognition in the elementary schools, and lower scores on “constructing circumstance”.
4. The school history, ages , and current positions of sampling teachers show difference on the principal space leadership.
5. The school history, and current positions of sampling teachers show difference on school organizational culture.
6. The school history, and current positions of sampling teachers show difference on effectiveness of school innovative management.
7. The proper fit of structural equation model among principals’ space leadership, school organizational change and innovative teaching of teachers is assessed as positive and can explain the relationships among main variables. School organizational change fully mediated the relationship between principal space leadership and innovative teaching of teachers. School organizational change has the mediation effect on principal space leadership and innovative teaching of teachers.
The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.
| Identifer | oai:union.ndltd.org:CHENGCHI/G1031710071 |
| Creators | 許婉玉, Hsu, Wanyu |
| 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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