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研究生:蔡家吉
研究生(外文):Tsai, Jia-ji
論文名稱:國民中學校長教學領導之研究─以生活科技課程為例
論文名稱(外文):A study on principals’ instructional leadership in junior high school:An example of the living technology course
指導教授:方炎明方炎明引用關係
指導教授(外文):Fang, Yen-ming
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:248
中文關鍵詞:教學領導生活科技課程
外文關鍵詞:instructional leadershipliving techonology course
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本研究之主要目的,在於以生活科技課程為例,探討國民中學校長教學領導之現況,希望藉由問卷調查研究,能夠瞭解國民中學校長實施教學領導的現況,最後根據研究結論,提出實施或改善校長教學領導的建議。綜合文獻分析之結果與調查研究之發現,獲得以下八點結論:一、教學領導是高度重視教學專業的領導信念。二、國民中學校長實施教學領導有其必要性存在。三、國民中學校長實施教學領導因教師專業能力提升而更具可行性。四、生活科技教師對校長教學領導不滿意程度很高。五、國民中學教育人員對校長實施教學領導之具體作法看法不同。六、國民中學校長實施教學領導的滿意程度尚有待加強。七、國民中學校長實施教學領導遭遇到最主要的困難是經費不足。八、國民中學校長應積極向上級機關爭取補助以充實相關設備。最後根據文獻探討內容、調查研究發現,以及筆者意見,提出實施與改善校長教學領導的建議共九點提供有關人士參考。
The purpose of the study were:(1)to investigate the current situation of principals’ instruction leadership in junior high schools, taking Living Technology as an example,(2)to conclude the results and offer some suggestions for practicing or improving principals’ instructional leadership. From the findings of document analysis and investigation survey, the conclusions are drawn as follows: (1)Instructional leadership puts emphasis on the higher level of leading belief. (2)It is necessary for junior high schools’ principals to practice instructional leadership.(3)It is possible for junior high schools’ principals to practice instructional leadership. (4)For living technology course,most of the staff are satisfied on teaching and learning , but the living technology teachers are not satisfied with the results. (5)For living technology course, the cognition for principals’ instructional leadership is different between principals and teachers. (6)For living technology course, it is necessary to promote the satisfactory on principals’ instructional leadership. (7)Lack of financial aides,professional knowledge,supporting on educational administration are the main problems for the principals to practice instructional leadership. (8)To exclude the illegal interference and to utilize the financial aides systematically are important and difficult questions. Based on the conclusions, the researcher proposes some concrete suggestions to practice and improve principals’ instructional leadership .
第一章 緒論………………………………………………………… 1
第一節 研究動機……………………………………………………………… 1
第二節 研究目的與待答問題………………………………………………… 8
第三節 名詞釋義……………………………………………………………… 9
第四節 研究方法與步驟……………………………………………………… 9
第五節 研究範圍與限制……………………………………………………… 11
第二章 文獻探討…………………………………………………… 13
第一節 校長教學領導理論的探討…………………………………………… 13
第二節 國民中學生活科技課程實施概況…………………………………… 39
第三節 影響校長教學領導因素之實證研究………………………………… 66
第三章 調查研究設計與實施……………………………………… 89
第一節 調查研究設計的架構………………………………………………… 89
第二節 調查研究對象與樣本選取…………………………………………… 91
第三節 調查研究工具之編製………………………………………………… 93
第四節 調查問卷的實施與資料處理………………………………………… 96
第四章 調查結果之分析與討論…………………………………… 107
第一節 生活科技課程教學表現感覺的分析………………………………… 107
第二節 校長實施教學領導具體作法的分析與討論………………………… 116
第三節 校長實施教學領導的滿意程度之分析與討論……………………… 137
第四節 校長實施教學領導遭遇困難之分析與討論………………………… 154
第五節 校長實施教學領導遭遇困難解決之道的分析與討論……………… 163
第五章 結論與建議………………………………………………… 173
第一節 調查研究發現………………………………………………………… 173
第二節 結論…………………………………………………………………… 181
第三節 建議…………………………………………………………………… 186
參考文獻……………………………………………………………… 195
一、中文部分…………………………………………………………………… 195
二、英文部分…………………………………………………………………… 204
附錄…………………………………………………………………… 227
附錄一、「國民中學校長教學領導研究-以生活科技課程為例」調查問卷
(試填)……………………………………………………………… 227
附錄二、「國民中學校長教學領導研究-以生活科技課程為例」調查問卷
(正式)……………………………………………………………… 235
表 次
表2-1 校長教學領導統整架構…………………………………………………… 27
表2-2 九年一貫課程生活科技教學時數………………………………………… 43
表2-3 「生活科技」各學年的教學類別、綱要與項目分配表 ………………… 45
表2-4 工藝與生活科技之差異比較表…………………………………………… 48
表2-5 九年一貫課程「生活科技」教材綱要表………………………………… 53
表3-1 抽樣縣市學校數與樣本數次數分配表…………………………………… 92
表3-2 個人基本資料表…………………………………………………………… 94
表3-3 問卷題目配置表…………………………………………………………… 96
表3-4 問卷發放及回收情形統計表……………………………………………… 97
表3-5 問卷收發統計表…………………………………………………………… 98
表3-6 有效樣本分佈情況統計表………………………………………………… 100
表4-1 「就生活科技課程而言,您對貴校教師近三年來在「教」方面的表現
感覺如何?」統計分析表………………………………………………… 109
表4-2 「就生活科技課程而言,您對貴校學生近三年來在「學」方面的表現
感覺如何?」統計分析表………………………………………………… 111
表4-3 「整體樣本對校長實施教學領導具體作法現況看法的分析」統計分析
表…………………………………………………………………………… 119
表4-4 「不同性別變項樣本對校長實施教學領導具體作法現況看法的分析」
統計分析表………………………………………………………………… 120
表4-5 「不同職務變項樣本對校長實施教學領導具體作法現況看法的分析」
統計分析表………………………………………………………………… 122
表4-6 「不同服務年資變項樣本對校長實施教學領導具體作法現況看法的分
析」統計分析……………………………………………………………… 124
表4-7 「不同最高學歷變項樣本對校長實施教學領導具體作法現況看法的分
析」統計分析表…………………………………………………………… 126
表4-8 「不同教育背景變項樣本對校長實施教學領導具體作法現況看法的分
析」統計分析表…………………………………………………………… 128
表4-9 「不同主要任教科目變項樣本對校長實施教學領導具體作法現況看法
的分析」統計分析表……………………………………………………… 130
表4-10「不同服務學校規模變項樣本對校長實施教學領導具體作法現況看法
的分析」統計分析表……………………………………………………… 133
表4-11「不同服務學校地區變項樣本對校長實施教學領導具體作法現況看法
的分析」統計分析表……………………………………………………… 135
表4-12「協助教師做好教學前的準備工作」統計分析表 ……………………… 139
表4-13「了解並滿足教師在教學過程中之需求」統計分析表 ………………… 141
表4-14「參與教師的教學檢討並輔導其改進」統計分析表 …………………… 143
表4-15「協助教師正確的督導學生的學習方向」統計分析表 ………………… 146
表4-16「塑造學校積極主動的學習環境」統計分析表 ………………………… 148
表4-17「領導師生共同促進學校教學的傑出表現」統計分析表 ………………
150
表4-18「校長實施教學領導遭遇困難」統計分析表 …………………………… 156
表4-19「校長實施教學領導遭遇困難解決之道」統計分析表之一 …………… 166
表4-20「校長實施教學領導遭遇困難解決之道」統計分析表之二 …………… 167
圖 次
圖2-1 Hallinger & Murphy 的教學領導架構圖………………………………… 21
圖2-2 Duke 的教學領導模式 …………………………………………………… 23
圖3-1 本調查研究設計架構圖…………………………………………………… 89
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