校長教學領導行為與九年一貫課程實施之研究
─以桃園縣國民中學為例─
摘 要
本研究目的主要在探討校長教學領導行為與九年一貫課程實施相關議題，並調查不同背景變項之教師，對校長教學領導行為與九年一貫課程實施的知覺上有何差異。
調查研究以桃園縣國民中學教師為母群體，抽取768位教師為樣本，以自編之「校長教學領導行為調查問卷」與「九年一貫課程實施調查問卷」進行問卷調查，計回收有效問卷712份。所得資料以SPSS10.0統計軟體進行統計分析，並透過描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析等統計方法加以分析與解釋，所獲得的主要結論如下：
一、國民中學校長教學領導行為之現況分析
國中教師在知覺校長教學領導行為程度上，以「增進學生學習氣氛」最高，而最低的為「確保課程教學品質」。
二、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺校長教學領導行為上有差異。
三、不同實施狀況學校的國中教師在知覺校長教學領導行為上無差異。
四、國民中學九年一貫課程實施之現況分析
國中教師在知覺九年一貫課程實施上，以「學校本位課程」最高，而最低的為「協同教學」。
五、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺九年一貫課程實施上有差異。
六、不同實施狀況學校的國中教師在在知覺九年一貫課程實施上無差異。
七、國民中學校長教學領導行為與九年一貫課程實施上有正相關存在。
另本研究根據結果提出數點建議以供參考。
關鍵詞：校長教學領導行為、九年一貫課程實施 / A Study of Principals’ Instructional Leadership and Nine-Years Integrated Curriculum Implement
－ A Case Study for Junior High Schools in
Taoyuan County
Abstract
The purpose of this research is to investigate principals’ educational leadership behavior in relation to issues regarding nine-years integrated curriculum practice and also to further investigate the perception differences for teachers with different background variables regarding principals’ educational leadership behavior on nine-years integrated curriculum practice.
The investigation took Taoyuan County junior high school teachers as population and selected 768 teachers as samples and through self-made “Principals’ instructional leadership questionnaire” and “Nine-years integrated curriculum practice questionnaire” to do research. 712 valid questionnaires were analyzed and explained via descriptive analyses, T-test, one-way ANOVA, Pearson correlation, and multiple regression statistic methods by conducting SPSS10.0 statistic software. The study results are as follows:
1.Teachers in junior high schools perceived that principals’ educational leadership behavior was best at enhancing a student-learning atmosphere and was worst at ensuring the quality of teaching courses.
2.Based on different teachers’ background variables (gender, age, educational background, appointed position, number of years of service, school scale and school location), there were differences in teachers’ perception to principals’ educational leadership behavior.
3.There was no discrepancy between different practical circumstances to the middle school teachers’ perceptions of principals' instructional leadership.
4.The middle school teachers have high perception of nine-years integrated curriculum practice on “School-based curriculum” and have low perception on “collaborative teaching”.
5.Based on different teachers’ backgrounds (gender, age, educational background, appointed position, number of years of service, school scale and school location), junior high school teachers perceived that there were differences in the nine-year consistent course implementation.
6.There were no differences in junior high school teachers’ perception on nine-years integrated curriculum practice in schools with different implementation conditions.
7.There was a positive correlation between junior high school principals’ educational leadership behavior and nine-years integrated curriculum practice.
In addition, this research proposed several recommendations based on our results for reference.
Keywords：principals’ educational leadership behavior, nine-years integrated curriculum practice.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0089911018 |
| Creators | 羅新炎 |
| 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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