本研究藉由文獻分析、問卷調查、訪問調查等方法探討「校長教學領導」、「學校教學氣氛」、「教師教學效能」三個變項間之關係。根據672位國中教師之量表調查與6位國中校長訪談的結果，獲得之主要結論如次：
壹、 校長教學領導方面
一、由國中教師的知覺中，發現教學領導工作尚未得到校長們特別的重視與強調；校長表現最好的教學領導向度是：「發展支持環境」，表現最差的是向度是「視導評鑑教學」。
二、地區、學校規模、校長之性別、年資與年齡對校長教學領導均有顯著的影響。
三、國中校長對「校長教學領導」之理解與認知仍然不足，多侷限在傳統狹義「教學視導」的層面。
四、國中校長認為教學領導理念應該受到重視與推展，但在實際運作時，校長們仍以扮演學校行政管理角色為主。
五、教學領導表現較佳與表現較弱之校長，所滿意於教學領導的向度並不相同，二者有不同的領導重心與作風。
六、校長推動教學領導面臨有觀念突破的困難、教師認同的困難、校長專業知能不足、校長的時間與精力不足、未列入校長考評與獎勵的重點、以及不易見其成效之困難。
貳、學校教學氣氛方面
一、國中教學氣氛是積極且正向的。國中教師在「教學投入」向度上的知覺最佳，在「團體凝聚」向度上的知覺最差。
二、地區與學校規模對學校教學氣氛無顯著影響，教師之性別、年資、年齡與職務對學校教學氣氛則有顯著的影響。
參、教師教學效能方面
一、國中教師教學效能良好。國中教師自評在「良好學習氣氛」向度上效能最佳，在「教學計畫準備」向度上效能最差。
二、學校規模、教師之年資、年齡與職務對教師教學效能有顯著影響；地區與教師性別對教師教學效能無顯著的影響。
肆、校長教學領導、學校教學氣氛、教師教學效能三變項之關係方面
一、本研究「校長教學領導」、「學校教學氣氛」與「教師教學效能」互動模式適配度佳。
二、「校長教學領導」愈強，「學校教學氣氛」愈佳。
三、「學校教學氣氛」愈佳，「教師教學效能」愈高。
四、「校長教學領導」與「教師教學效能」成負面關係；「校長教學領導」需透過良好的「學校教學氣氛」，方能提昇「教師教學效能」。
五、校長認為教學領導對教師教學效能之提昇有正面之意義，但下列不利的因素，會影響到推動的成效：教師抗拒校長教學領導的心理、校長與教師間未能相互尊重與溝通、不利的學校環境因素、教師個人專業知能的欠缺或偏頗的人格特質。
根據上述結論，本研究並針對教育行政機關、學校校長、教師及未來之研究提出建議。 / This study is based on the analyses of literature review, questionnaires and indepth interviews to discuss the relationship on three variables-- junior high school principals' instructional leadership, school instructional climate and teachers' teaching effectiveness. According to the results of 672 junior high school teachers' investigation and 6 junior high school principals interviews, the major findings were as followed:
A. In the respect of principal instructional leadership
a. From junior high school teachers' perception, principals do not, in particular, emphasize and pay attention to principals' instructional leadership. For principals, the best dimension is to "develop a supporting environment" and the worst is in "supervising and evaluation teaching".
b. Area, school size, principals' sex, years of service, age have significant influences on principals' instructional leadership.
c. For junior high school principals, their understanding and recognition to the term, "principal instructional leadership", are still insufficient. Mostly they are limited in traditional narrow stage for "supervision teaching".
d. Junior high school principals think that instructional leadership should be focused on and developed. However, while working on the idea, they still play the major role of a manager in school administration.
e. The satisfactory dimension of principal whose instructional leadership is better is different from that whose instructional leadership is worse. These two kinds have different focal points and manners on leadership.
B. In the respect of school instructional climate
a. Junior high school instructional climate is positive and correct. For junior high school teachers, the best dimension is "teaching involvement",and the worst is "coherence".
b. Area and school size have no any significant influences to school instructional climate. Teachers' sex, years of service, age and post do have significant influences to school instructional climate.
C. In the respect of teachers' teaching effectiveness
a. Junior high school teachers' teaching effectiveness is good. In their self-evaluation, junior high school teachers have the best performance on the dimension of "good instructional climate", but have the worst performance on the dimension of "teaching plan preparation".
b. School size, teachers' years of service, age and post have significant influences on teachers' teaching effectiveness while area and teachers' sex do not have any significant influences on teachers' teaching effectiveness.
D. In the respect of relationship on three variables--principal instructional leadership,school instructional climate and teachers' teaching effectiveness
a. In this study, Lisrel model of principal instructional leadership, school instructional climate and teachers' teaching effectiveness has good model fit.
b. The stronger the principal instructional leadership is, the better the school instructional climate is.
c. The better the school instructional climate is, the higher the teachers' teaching effectiveness is.
d. The relationship between "principal instructional leadership" and " teachers' teaching effectiveness" is negative. Only by way of a good "school instructional climate" does "principal instructional leadership" promote " teachers' teaching effectiveness".
e. Principals think that instructional leadership has positive meaning to promote teachers' teaching effectiveness. However, the following unfavorable factors will influence the efficiency of realization. They are the attitude of teachers' resistance on principals' instructional leadership, the ill relationship which the principal and teachers can not respect to one another and communicate well with one another, unfavorable factors on the environment of school and the lack of teachers' professional teaching or deviated .
According to the conclusion mentioned above, this study gives suggestions to educational administration units, school principals, teachers and studies in the future.
| Identifer | oai:union.ndltd.org:CHENGCHI/A2002000212 |
| Creators | 張碧娟, Chang, Pei-Jang |
| 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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