科技部專題研究計畫主持人
MOST-108-2410-H-007-052-SSS
我國國民小學教學領導團隊領導權力分布型式、 個體當責互動及團隊績效之研究
A Stduy on Team Leadership Power Distribution Style, Individual Accountability Interaction, and Team Performance of Elementary School Instructional Leadership Team in Taiwan
科技部
Ministry of Science and Technology
國立清華大學
National Tsing Hua University
李安明
LI, ANMIN
教育與學習科技學系
Department of Education and Learning Technology
李安明
教授
0922995970
amli@mail.nd.nthu.edu.tw
計畫執行期間起:2019-08-01
計畫執行期間迄:2021-06-30
2021-03-24
2021-04-30
桃竹苗四縣市公立國民小學之校長及合格教師為研究母群體
1
003
01,03
十二年國民基本教育;教學領導團隊;領導權力分布型式;個體當責互動;團隊績效
12-Year Basic Education;Instructional Leadership Team;Leadership Power Distribution Style;Individual Accountability Interaction;Team Performance
在12年國民基本教育政策的推動下,臺灣已於2018年實施新課綱,學校教師被要求組成學習共同體,進行共同備課、觀課與議課,此外,校長更被要求進行公開授課以彰顯其身為首席教師的專家領導角色,並落實其領導教師教學的重責大任。前述各種課程與教學的變革均屬於高專業且高複雜度的變革行動,實非校長一人可以處理。目前學校大致均設置教師專業學習社群,嘗試以專業團隊的模式來推動課程與教學的變革。換言之,傳統的校長教學領導已轉換成教學領導團隊的型式進行,領導的權力亦從校長一人專權轉型為民主分權,本研究透過專家焦點座談來分析教學領導六大層面所可能涉及的各種團隊領導權力分布型式,藉以發展問卷的內容,並透過問卷調查方式,探討團隊領導權力分布的型式、個體當責互動,以及團隊績效三者間的關係。研究結論如下: 1. 桃竹苗四縣市國民小學校長、教師兼任行政人員及教師知覺到團隊採用中高度權力分布的教學領導類型來實施新課綱,且均能中高度知覺到教學領導團隊的個體當責互動與團隊績效。 2. 不同年齡、服務年資、擔任職務、學校區域、學校規模及是否有跨領域社群的國民小學校長、教師兼任行政人員及教師在教學領導團隊領導權力分布的知覺度有顯著差異,而在性別、最高學歷、學校地區、是否是前導學校及是否有領域社群上則無顯著差異。 3. 不同年齡、擔任職務及是否有跨領域社群的國民小學校長、教師兼任行政人員及教師在團隊個體當責互動的知覺度有顯著差異,而在性別、最高學歷、服務年資、學校地區、是否是前導學校、學校區域、學校規模及是否有領域社群則無顯著差異。 4. 不同年齡、擔任職務及是否有跨領域社群的國民小學校長、教師兼任行政人員及教師在團隊績效的知覺度有顯著差異,而在性別、最高學歷、服務年資、學校地區、是否是前導學校、學校區域、學校規模及是否有領域社群則無顯著差異。 5. 教學領導團隊領導權力分布對團隊個體當責互動有顯著預測力;團隊個體當則對團隊績效有顯著預測力;教學領導團隊領導權力分布對團隊績效則無顯著預測力;團隊個體當責互動產生完全中介效果,教學領導團隊領導權力分布型式無法直接影響團隊績效,必須透過團隊個體當責互動才能間接影響團隊績效。 本研究依據前述主要結論提出具體建議,提供國民小學教學團隊實施新課綱之參考。
12-YearBasic Education Curriculum has become the trend of education reform in Taiwain, and related issues of New-Curriculum Guideline demands school teachers to form all types of learning teams to implement co-preparing, co-observation and co-evaluaion tasks. In addition, school principals were asked to do the so-called public teaching so as to demonstrate their leading roles as head teachers. However, all tasks mentioned above are highly challenging and complicated in nature, and are not likely to be managed effectively by school principal alone, Presently, schools at all levels have built teacher professional learning community in accordance with these changes. In another words, principals who traditionally played a role as instructional leader alone will change their roles to involve more colleagues to form collaborative teams, so as to implement high-challenging tasks. These collaborative teams will then collectively share their leadership power. Therefore, the major pruposes of this study are to explore all possible relationships among leadership team power distribution styles, individual accountability interaction, and team performance. Major conclusions of this study are as follows: 1. Principals, teachers as part-time administrators, and full-time teachers in Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County perceived middle to high level of leadership power distribution, individual accountability interaction, and team performance, when their school instructional leadership teams implemented New Curriculum. 2. There is a significant difference among background variable perception toward instructioanl leadership team power distribution in age, years of service, position, school area, school size, and cross-field communities provided for school principals, teachers as part-time administrators and full-time teachers. 3. There is a significant difference among background variable perception toward individual accountability interaction in age, years of service, and cross-field communities provided for school principals, teachers as part-time administrators and full-time teachers. 4. There is a significant difference among background variable perception toward team performance in age, years of service, and cross-field communities provided for school principals, teachers as part-time administrators and full-time teachers. 5. Instructioanl leadership team power distribution had significant indirect effects on team performance mediated by individual accountability interaction. Based on these conclusions, this study provided feasible suggestions for school leaders to build related instructional leadership teams for future compentcy-based education reform.
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