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研究生:高上倫
研究生(外文):Kao Shang-Lun
論文名稱:台北縣國民小學教師知覺校長科技領導之研究
論文名稱(外文):A Study of Taipei County Elementary School Teachers’Perceptions Towards Their Principals’Technology Leadership
指導教授:曾錦達曾錦達引用關係
指導教授(外文):Tseng Jin-Da
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:162
中文關鍵詞:校長科技領導教師知覺
外文關鍵詞:principal’s technology leadershipteacher’s perception
相關次數:
  • 被引用被引用:47
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  • 收藏至我的研究室書目清單書目收藏:9
台北縣國民小學教師知覺校長科技領導之研究
摘 要
本研究旨在以教師觀點探究台北縣校長科技領導內涵,據以調查台北縣國民小學教師知覺校長科技領導實施效能及重要性,並比較落差,同時分析不同背景變項之國民小學教師知覺校長科技領導效能及重要性的差異情形,並了解教師認為校長科技領導可能面臨的困難及所需再努力的項目,以作為校長實施科技領導改進之參考。
本研究根據文獻分析結果,編製「國民小學教師知覺校長科技領導問卷」,預試問卷經信效度分析後,以台北縣公立國民小學編制內教師為母群體,採分層隨機抽樣,共抽取64所學校,854位教師進行問卷調查,有效樣本共618份,可用率為72.37%。本研究以教師知覺校長科技領導實施效能及重要性,以了解校長科技領導應然和實然間的落差情形,並以開放性問題,探究教師知覺校長科技領導所可能面臨的困難及所需再努力的項目,所得資料經統計分析後,獲致以下結論:
一、落實國小校長科技領導宜符合「願景計畫與管理」、「成員發展與訓練」、「人際溝通與法理議題」、「整合科技於課程與教學」、「評鑑與研究」及「實際操作與示範」等六個層面四十八項內容指標
二、國民小學教師認為校長科技領導實施效能,以「整合科技於課程與教學」層面表現較佳,「研究與評鑑」層面則有待加強。
三、國民小學教師對校長科技領導實施效能與重要性之間的知覺有落差存在,其實施效能不如教師所預期之重要性,表示其應然面高於實然面,需要校長予以關注。
四、國民小學教師認為校長科技領導重要且與實施效能表現落差較大的是「科技的責任、隱私、保密、環境安全、線上安全、健康考量和智慧財產權」及「設備維修及技術支援」二個方面,因此需要校長重視科技法理議題,研議校內科技使用規範,並在課程實施中加以宣導及提醒;亦需確保科技設備的維修和即時的技術支援。
五、國民小學教師認為女性校長相較於男性校長更應重視科技領導,尤其是「成員發展與訓練」、「整合科技於課程與教學」、「實際操作與示範」等三個層面;實施效能上應先改善「成員發展與訓練」層面的科技領導。
六、校長宜落實「整合科技於課程與教學」層面的科技領導,使學校除兼任主任之外,其他成員都能感受校長科技領導的引領。
七、年齡滿 41-50 歲的國民小學教師較重視校長「願景計畫與管理」及「人際溝通與法理議題」二個層面的科技領導。
八、對於非資訊本科之理工相關科系、社會人文學科及教育相關科系的國民小學教師,校長宜重視「成員發展與訓練」層面的科技領導。
九、國民小學教師認為校長領導中型學校,校長科技領導宜重視「願景計畫與管理」、「成員發展與訓練」、「人際溝通與法理議題」、「評鑑與研究」等四個層面。
十、國民小學教師認為校長科技領導可能遭遇「校長本身」、「學校內部」和「學校外部」三方面的困難,尤其是「科技軟硬體及經費不足」的問題,若能有效排除,將能提升校長科技領導的效能。
十一、國民小學教師認為校長科技領導宜在「設備」、「參與」、「進修」、「領導」四層面持續努力,最應努力改善是設備層面的「提供充足的軟硬體設備」及進修層面的「提供進修機會並與學校成員共同參與」。

根據上述研究結論,提出建議,以供國民小學校長、教育行政機關未來研究之參考。
A Study of Taipei County Elementary School Teachers’ Perceptions Towards Their Principals’ Technology Leadership
Shang-Lun Kao
Abstract
This study was to explore viewpoints teachers’ Taipei County principals technology leadership connotation, According to a survey of Taipei County principals of primary school teachers perceived technology leadership effectiveness and the importance of the implementation, and compare gap, meanwhile analysis of different background variables nationals principals of primary school teachers perceived technology leadership effectiveness and importance of the differences. Teachers and principals understand the scientific leadership may face difficulties and required further efforts, as president of science and technology to improve quality of leadership.
According to the research literature analysis, the preparation of "national perceptions of teachers principals Technology Leadership Questionnaire" Pre-trial questionnaire by the reliability and validity analysis, in Taipei County public elementary school teachers for the establishment of the mother group, stratified random sampling, were taken 64 schools, 854 teachers conducted a questionnaire survey, a total of 618 valid samples were availability rate of 72.37%. The principals in the teacher perceived effectiveness of the implementation of technology leadership and the importance of principals to understand the scientific leadership should be natural and real gap between the natural circumstances, and with an open question. Inquiry teachers perceived technology leadership by principals may face difficulties and required further efforts, information obtained by statistical analysis, agreed to the following conclusions:
1. Implement the principal of an elementary school technology leadership to meet the "vision and management plan", "development and training." "interpersonal communication and legal issues", "integration technology in the curriculum and teaching" "Evaluation and Research" and "practical demonstration with the six levels as indicators 48.
2. Primary school teachers that principals’ effectiveness of the implementation of technology leadership, "integration technology in the curriculum and teaching" good performance level, "Research and evaluation" level will be strengthened.
3, Elementary school teachers to principals technology leadership and the implementation of performance between the perceived importance of a gap there, effectiveness of its implementation is expected to be better teachers, the importance that their natural surface is higher than the natural surface, the principals need to be concerned.
4, Elementary school teachers believe principals important scientific leadership and the effectiveness and implementation of the performance gap was more "technology responsibility, privacy, confidentiality, environmental security, online safety, health considerations and intellectual property rights "and" equipment maintenance and technical support to "two, So principals need to attach importance to science and technology legal issues, research and the use of technology in schools norms, and the implementation of the curriculum to be reminded. We also need to ensure technological equipment maintenance and immediate technical support.
5, Elementary school teachers think that female principals in comparison to male principals to be more emphasis on technology leadership, particularly the "members of the development and training", "integration technology in the curriculum and teaching," "the actual operation and demonstration of" three dimensions; implementation efficiency should improve the "development and training members of the" level of technology leadership.
6, Principals to implement "integrated technology in the curriculum and teaching" level of technology leadership, in addition to concurrently director of the school, Other members can feel the leadership of the principals technology lead.
7. From age 41-50 years old elementary school principals to teachers than the "vision and management plan" and "interpersonal communication and the legal and that the "two levels of technology leadership.
8 For non-IT related Polytechnic's undergraduate curriculum, and the humanities and related departments of education primary school teachers, Principal attention to the "development and training of members of the" level of technology leadership.
9, Elementary school teachers believe principals leadership medium schools, principals technology leadership attention to the "vision and management plan," "Members development and training", "interpersonal communication and legal issues", "Evaluation and Research," four levels.
10, Elementary school teachers that principals may encounter scientific leadership "principals themselves," "schools" and "school external" three of difficulties, especially the "software technology and inadequate funding." If the effective exclusion, principals will be able to enhance the effectiveness of technological leadership.
11, Elementary school teachers believe principal’s technology leading to the "equipment", "participation", "education", "leadership" sustained efforts of four levels, Efforts should be made to improve the equipment level is the "provision of adequate equipment and software," and the level of education "and to provide training and learning opportunities members participate in the school.
According to the study conclusions and recommendations for the elementary school principals, executive reference for future research.
第一章 緒論 --------------------------------------------------- 1
第一節 研究動機 ......................................... 1
第二節 研究目的 .......................................... 4
第三節 研究問題 ......................................... 4
第四節 名詞釋義 ......................................... 5
第五節 研究範圍與限制 ................................... 5
第二章 文獻探討 ------------------------------------------ 7
第一節 校長科技領導的內涵 ................................. 7
第二節 校長科技領導知能 .................................. 18
第三節 校長科技領導實證研究 .................................. 41
第四節 教師運用科技的知覺 ................................ 51
第三章 研究設計與實施 ------------------------------------------ 59
第一節 研究架構 ......................................... 59
第二節 研究對象 ......................................... 60
第三節 研究工具 ......................................... 65
第四節 實施程序 ......................................... 74
第五節 資料處理 ......................................... 75
第四章 研究結果與討論 ----------------------------------------- 77
第一節 校長科技內涵之分析.................................... 77
第二節 國民小學教師知覺校長科技領導之效能分析 .................. 78
第三節 國民小學教師知覺校長科技領導重要性之分析.................. 87
第四節 國民小學教師知覺校長科技領導效能及重要性之比較分析 ......... 95

第五節 國民小學教師知覺不同背景變項之校長科技領導效能及重要性之差異分析 ........................................................103
第六節 不同背景變項之國民小學教師知覺校長科技領導效能及重要性之差異分析 ........................................................105
第七節 國民小學教師認為校長科技領導可能面臨的困難及所需再努力項目分析
........................................................123
第五章 結論與建議 ---------------------------------------------- 127
第一節 結論 ............................................. 127
第二節 建議 ............................................ 133
參考文獻 -------------------------------------------------------- 139
一、中文部份 .............................................. 139
二、西文部份 ............................................. 142
附 錄 -------------------------------------------------------- 153
附錄一 國民小學教師知覺校長科技領導預試問卷 ................. 153
附錄二 國民小學教師知覺校長科技領導問卷 ..................... 158
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