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研究生:汪成琳
研究生(外文):Cheng-Lin Wang
論文名稱:特殊教育學校校長教學領導與教師教學效能關係之研究
論文名稱(外文):A Study of the Relationship Between Principal’s Instructional Leadership and Teacher’s Teaching Effectiveness In the Special Education Schools
指導教授:蕭金土蕭金土引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系在職進修專班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:249
中文關鍵詞:特殊教育學校校長教學領導教師教學效能
外文關鍵詞:special education schoolsprincipal instructional leadershipteacher teaching effectiveness
相關次數:
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國立彰化師範大學研究所九十學年度第二學期碩士論文摘要
研究系所:特殊教育系教學碩士班
指導教授:蕭金土博士
論文名稱:特殊教育學校校長教學領導與教師教學
效能關係之研究
研 究 生:汪 成 琳
摘要內容:
本研究係以文獻分析、問卷調查與訪問調查等方法探討特殊教育學校「校長教學領導」與「教師教學效能」二個變項間的關係。根據311位特殊教育學校教師之問卷量表調查與四位校長訪談的結果,研究者歸納結論如下:
壹、校長教學領導方面
一、本研究調查發現在教師的知覺中,教學領導工作尚未得到校長們特別的重視;校長得分最高的教學領導向度是「監管課程品質」,得分最低的向度是「確保教學品質」。
二、校長認為自己的作為大都偏向廣義的教學領導,不會將教學領導的定義,侷限在傳統狹義的教學視導層面。
三、校長都一致認為,教學領導的理念是正確的,且應該受到重視與推展,但在實際運作上,校長扮演的仍是行政領導者的角色。
四、教育類別、階段別、校長之性別、年資對校長教學領導有顯著的影響;校長之年齡、教育背景對校長教學領導無顯著影響。
五、訪談中發現,得分較高或較低之校長滿意的向度不同,展現二者不同的人格特質、領導風格、領導重心與作風。
六、特殊教育學校所面臨的困難,經與校長訪談歸納如下:觀念突破的困難、部別多校務繁瑣、師資培訓缺乏通識課程、特教機制整合不夠等。
貳、教師教學效能方面
一、「教師教學效能量表」調查結果發現,教師教學效能表現良好。教師自評在「營造優質學習氣氛」向度上得分最高,而在「多向度教學評量」向度上得分最低。
二、學校類別、任教階段別、教師性別、年齡、兼任行政職務對教師教學效能有顯著差異;教師的服務年資、教育背景對教師教學效能則無顯著影響。
參、校長教學領導與教師教學效能二變項之間的關係
一、在各「校長教學領導」層面與「教師教學效能」各層面之相關上,均呈現正相關。
二、以「發展支持工作環境」與「營造優質學習氣氛」之相關最高;其次為「促進教師專業成長」與「營造優質學習氣氛」。
A Study of the Relationship Between Principal’s Instructional Leadership and Teacher’s Teaching Effectiveness In the Special Education Schools
By
Cheng-Lin Wang
ABSTRACT
This research aims to study the variable correlation between “Principal’s Instructional Leadership” and “Teacher‘s Teaching Effectiveness”in the Special Education Schools based on documentation analysis, questionnaires, and interview survey. The following conclusions are drawn from the results of 311 questionnaires from special education teachers and interview survey from four principals:
(1) Principal’s Instructional Leadership
(i) The survey has shown that special education teachers always feel that principals have not paid much attention to Instructional Leadership. According to the Principal’s instructional Leadership survey, the top item is “Program Quality Control”while the last one is “Teaching Quality Guaranty.”
(ii) The special education principals think that they always can keep a broad view of Instructional Leadership. Not only limit in teaching supervision.
(iii) The special education principals think that the idea of Instructional Leadership is correct and needs to be involved and developed. In practice, a special education principal still plays a role as an administrative leader.
(iv) Education classification, school stage, principal’s sex, and seniority are major factors to influence the “Principal’s Instructional Leadership”. However, the principal,s age and education background are not much to do with Principal’s instructional Leadership.
(v) From interview survey, it is apparent that each principal has his/her own personality, leading style, working responsibility and ethics.
(vi) After interviewing four principals, the problems and difficulties associated with the special education school are summarized as follows: hard to change the traditional concepts, more working sections and academic trivialities, no common programs for teaching training, and no further integration of the special education systems.
(2) Teacher’s Teaching Effectiveness
(i) According to the results of the “Teaching Effectiveness Questionnaires”, the special education teacher’s teaching Effectiveness is excellent. The results also show that the special education teachers are good at “Creating Excellent Learning Environment.” However, they got lowest scores in the “Multi-dimensional Teaching Evaluation.”
(ii) School classification, school stage, teacher’s sex, age, administrative work are major factors to affect the Teacher’s Teaching Effectiveness. On the contrary, teacher’s seniority and education background are not much to do with Teacher’s Teaching Effectiveness.
(3) Variable Correlation Between Principal’s Instructional Leadership and Teacher’s Teaching Effectiveness
(i) From data analysis, it is found that there is a positive relation between
“ Principal’s Instructional Leadership ”and “Teacher’s Teaching
Effectiveness .”
(ii) The survey result has shown the best correlation between “Developing supportive working Environment” and “Creating Excellent Learning Environment.”Then, the second best correlation is between “Enhancing Teacher’s Professional Skill”and “Creating Excellent Learning Environment.”
目 次
頁次
中文摘要 ----------------------------------------------------------------- Ⅰ
英文摘要 ----------------------------------------------------------------- Ⅲ
目 次 -------------------------------------------------------------------- Ⅴ
圖目次 -------------------------------------------------------------------- Ⅷ
表目次 -------------------------------------------------------------------- Ⅸ
第一章 緒 論 --------------------------------------------------------- 1
第一節 研究動機與目的 ------------------------------------------ 1
第二節 研究問題 --------------------------------------------------- 7
第三節 重要名詞釋義 --------------------------------------------- 9
第二章 文獻探討 ------------------------------------------------------ 13
第一節 領導的意涵 ------------------------------------------------ 13
第二節 校長教學領導的起源 ------------------------------------ 17
第三節 校長教學領導的意涵 ------------------------------------ 20
第四節 教師教學效能的意涵 ------------------------------------ 48
第五節 背景變項、校長教學領導與教師教學效能之相關研究 ------------------------------------------------------ 56
第三章 研究方法 ------------------------------------------------------ 65
第一節 研究架構 --------------------------------------------------- 66
第二節 研究假設 --------------------------------------------------- 70
第三節 問卷調查之樣本 ------------------------------------------ 72
第四節 問卷調查量表之編製 ------------------------------------ 75
第五節 研究程序 --------------------------------------------------- 93
第四章 資料分析與討論 --------------------------------------------- 95
第一節 樣本資料分析 --------------------------------------------- 96
第二節 特殊教育學校校長教學領導與教師教學效能之現況 --------------------------------------------------------- 100
第三節 分析不同背景變項之特殊教育學校校長在教學領導上的差異情形 --------------------------------------- 102
第四節 分析不同背景變項之特殊教育學校教師在教學效能上的差異情形 --------------------------------------- 116
第五節 以積差相關說明不同特殊教育學校教學領導與教師教學效能之關係 ------------------------------------ 128
第六節 綜合討論 --------------------------------------------------- 130
第七節 訪談調查之結果與討論 --------------------------------- 144
第五章 結論與建議 --------------------------------------------------- 181
第一節 研究結論 --------------------------------------------------- 181
第二節 建 議 ------------------------------------------------------ 190
參考文獻
一、中文部分 -------------------------------------------------------- 197
二、英文部分 -------------------------------------------------------- 201
附錄
附錄一 特殊教育學校校長教學領導與教師教學效能之調查問卷(初稿) -------------------------------------- 209
附錄二 「特殊教育學校校長教學領導與教師教學效能之調查問卷」專家效度意見彙整 -------------------- 220
附錄三 「特殊教育學校校長教學領導與教師教學效能之調查問卷」專家意見修正版 ----------------------- 228
附錄四 特殊教育學校校長教學領導與教師教學效能之調查問卷(預試) -------------------------------------- 235
附錄五 特殊教育學校校長教學領導與教師教學效能之調查問卷(信效度) ----------------------------------- 240
附錄六 特殊教育學校校長教學領導與教師教學效能之調查問卷(正式問卷) -------------------------------- 245
附錄七 特殊教育學校校長教學領導訪談綱要 --------------- 249
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