本研究主要目的在探討公立高中校長教學領導、教師組織承諾與教師教學效能之關係和影響情形及不同背景變項之校長教學領導、教師組織承諾與教師教學效能的差異性分析，進而建構及驗證其互動模式，並提出研究結論與建議。
本研究採訪談及問卷調查二種方法，針對校長教學領導、教師組織承諾與教師教學效能等三個變項進行探究。本研究首先由文獻探討分析中，建立研究架構及理論基礎，在問卷調查方面，則先以177位公立高中教師為預試樣本，將取得的樣本資料進行信度與因素分析，以發展為正式問卷。正式問卷施測後，以回收有效樣本832位公立高中教師之問卷為研究資料，分別以描述性統計、t考驗、變異性分析、相關分析、多元逐步迴歸分析及線性結構方程模式等統計方法，進行資料分析。在訪談方面，根據本研究意旨與目的研擬訪談大綱，訪談13位現職公立高中校長，藉以瞭解校長與教師間對「校長教學領導」知覺的差異性及其原因。
本研究之主要研究結果如下：
一、現行公立高中校長教學領導、教師組織承諾與教師教學效能之整體表現 良好。
二、不同背景變項之高中校長教學領導、教師組織承諾與教師教學效能有顯著差異。
三、不同程度之校長教學領導對教師組織承諾的影響有顯著差異。
四、不同程度之校長教學領導對教師教學效能的影響有顯著差異。
五、不同程度之教師組織承諾對教師教學效能的影響有顯著差異。
六、校長教學領導與教師組織承諾呈顯著高度正相關。
七、校長教學領導與教師教學效能呈顯著中度正相關。
八、教師組織承諾與教師教學效能呈顯著中度正相關。
九、校長教學領導與教師組織承諾能有效解釋教師教學效能。
十、校長教學領導會影響教師教學效能；校長教學領導應特別重視提升教師專業。
根據以上研究結果，本研究提出以下建議：
一、對教育行政主管機關之建議
（一）培養校長教學領導專業知能
（二）建立教師專業成長機制與評鑑辦法
（三）強化校長教學領導共識
二、對公立高中校長之建議
（一）積極扮演教學領導者的角色
（二）培養良好的溝通能力
（三）重視教師努力意願、提升教師組織承諾知覺
三、對公立高中教師之建議
（一）建立教師專業知能、協商制定教師評鑑
（二）協助校長教學領導、提升教師教學效能
四、對未來研究之建議
（一）研究對象方面：擴大研究對象範圍，多元觀點研究分析。
（二）研究方法方面：多方整合專家意見，實地觀察受訪學校。
（三）研究內容方面：探討其他研究變項，建構新的架構模式。
（四）研究工具方面：發展其他研究量表，適用不同類型學校。
關鍵詞：教學領導、組織承諾、教學效能 / The purpose of this study is to explore the relationship among principals’ instructional leadership, teachers’ organization and teaching effectiveness in public senior high schools and the different effects from the different background factors. An interactive model was constructed and confirmed, and some research conclusions and suggestions were offered.
This study adopted two research methods : visiting survey and questionnaire survey, aiming the relations among principals’ instructional leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness. First, the research frame and theory were established based on the literature analysis. As for the questionnaire survey, 177 senior high school teachers in public schools were chosen as pre-test samples on which the reliability and validity analysis were based and the formal questionnaires were developed. The 832 public senior high teachers’ questionnaires were used as research data and some statistical techniques such as t-test, ANOVA, correlation analysis, multiple stepwise regression analysis, and SEM were employed. As for the visiting survey, 13 public senior high school principals were interviewed to understand the differences between the principals and teachers about the awareness of “principals’ instructional leadership”.
The major findings from this study are as follows:
1.The overall performances of principals’ instructional leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness are good.
2.The effects of different background variables on principals’ instructional leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness are statistically significant.
3.The effects of principals’ instructional leadership on teachers’ organizational commitment are significantly different.
4.The effects of principals’ instructional leadership on teachers’ teaching effectiveness are significantly different.
5.The effects of teachers’ organizational commitment on teachers’ teaching are significantly different.
6.The principals’ instructional leadership and teachers’ organization are high positive correlation.
7.The principals’ instructional leadership and teachers’ teaching effectiveness are medium positive correlation.
8.Teachers’ organizational commitment and teachers’ teaching effectiveness are medium positive correlation.
9.Principals’ instructional leadership and teachers’ organizational commitment can explain effectively teachers’ teaching effectiveness.
10.Principals’ instructional leadership has effects on teachers’ teaching effectiveness; principals’ instructional leadership should put more emphasis on the teachers’ profession
The suggestions made by this study are as follows:
A.The suggestions to the educational administrative institutes:
1.Develop principals’ professional knowledge.
2.Establish mechanism for teachers’ professional development and assessment.
3.Strengthen the commitment of principals’ instructional leadership.
B.The suggestions to the public senior school principals:
1.Play a more active role as instructional leaders.
2.Develop sound communication skills.
3.Value teachers’ devotion to teaching and raise the awareness of teachers’ organizational commitment.
C.The suggestions to public senior high school teachers:
1.Develop teachers’ professional knowledge and establish teachers’ evaluation.
2.Help principals’ instructional leadership, and promote teachers’ teaching effectiveness.
D.The suggestions to the research in the future:
1.The research subjects: expand the research subjects, analysis based on multiple points of view.
2.The research methods: Integrate experts’ suggestions and visit the interviewed schools.
3.The research contents: Explore other variables, and establish new research frames.
4.The research tools: Develop other research measurement and apply to
different types of schools.
keywords： Instructional Leadership ； Organization commitment
Teaching Effectiveness
| Identifer | oai:union.ndltd.org:CHENGCHI/G0092152506 |
| Creators | 葉佳文, Yeh,Chia-Wen |
| 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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