科技部專題研究計畫主持人
MOST-106-2410-H-259-022-SSS
偏遠地區國民中小學教師績效責任領導、教師專業學習社群與學生學業樂觀關係之研究
A study of the relationship among teacher’s accountability leadership, professional learning communities and studen\'s academic optimism of primary and junior high schools in the remote areas
科技部
Ministry of Science and Technology
國立東華大學教育行政與管理學系
National Dong Hwa University Dept. of Educational Administration and Management
范熾文
Fan Chih-Wen
國立東華大學教育行政與管理學系
National Dong Hwa University Dept. of Educational Administration and Management
王敬堯
助理
0971-217585
611088102@gms.ndhu.edu.tw
計畫執行期間起:2017-08-01
計畫執行期間迄:2018-07-31
2017-11-01
2018-04-01
台灣國民中小學教師
1
003
01,03
中介效果、教師績效責任領導、教師專業學習社群、學生學業樂觀
mediating effect, teacher accountability leadership, teacher professional learning community, student academic optimism, Taiwan
本研究主要目的乃在探討偏遠地區國中小教師績效責任領導、教師專業學習社群與學生學業樂觀關係之間的關係。透過對217位國中小教師進行調查,以分析教師績效責任領導與教師專業學習社群對學生學業樂觀的直接影響,以及教師績效責任領導透過教師專業學習社群對學生學業樂觀的中介影響。經由相關分析與結構方程模式等統計方法,發現教師績效責任領導、教師專業學習社群與學生學業樂觀現況良好,同時三者之者具有顯著正相關;教師績效責任領導、教師專業學習社群對學生學業樂觀有直接影響;教師績效責任領導亦會藉由教師專業學習社群對學生學業樂觀產生間接影響。本研究建議教師宜運用績效責任領導,促進教師專業學習社群,進而提升學生學業樂觀。
This study aims to explore relationship among elementary school teacher accountability leadership, teacher professional learning community and student academic optimism in Taiwan. It investigates 533 elementary school teachers in order to analyze direct effects of teacher accountability leadership and teacher professional learning community on student academic optimism and mediating effect of teacher accountability leadership on student academic optimism through teacher professional learning community. This study adopted statistical methods such as correlation analysis and structural equation modeling. The results showed that current situations of teacher accountability leadership, teacher professional learning community and student academic optimism are positive. There is significantly positive correlation among them. Teacher accountability leadership and teacher professional learning community directly influence student academic optimism; teacher accountability leadership indirectly influences student academic optimism through teacher professional learning community. This study suggests that teachers should apply accountability leadership, enhance teacher professional learning community and further upgrade student academic optimism.
是,已處理
僅就有無可識別個人身份資料進行檢查及處理,不對變項名稱、變項及選項數值說明與問卷是否一致或有定義進行核對或修改。
追蹤清單
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