桃園市國民中學校長教學領導與教師學術樂觀關係之研究
| Autor: | 陳思年 |
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| Druh dokumentu: | Text |
| Popis: | 本研究旨在瞭解桃園市國民中學校長教學領導與教師學術樂觀之現況，分析在個人背景變項、學校環境變項下之教師知覺校長教學領導與教師學術樂觀之差異情形，探討校長教學領導與教師學術樂觀的關聯性及彼此間的預測力。 本研究採用問卷調查法，以桃園市29所公立國民中學之主任、組長、導師及專任教師為研究對象。共寄發問卷581份，回收562份，有效問卷512份。調查結果以描述性統計、t考驗、單因子變異數分析、Pearson積差相關及逐步多元迴歸等統計分法，進行資料分析與討論。經結果分析得到以下結論: 一、 桃園市國民中學教師知覺校長教學領導與教師學術樂觀為中高程度。 二、 個人背景變項中，男性教師在校長教學領導的知覺程度高於女性教師。 三、 學校環境變項中，職務性質及學校規模在知覺校長教學領導及教師學術樂 觀有顯著差異。 四、 兼任行政職務之教師在校長教學領導、教師學術樂觀的知覺程度皆高於其 他教師。 五、 學校規模在「24班（含）以下」之教師，在知覺校長教學領導及教師學術 樂觀上，皆高於「49班（含）以上」之教師。 六、 國民中學校長教學領導與教師學術樂觀有顯著正相關。 七、 校長教學領導之「完善學習環境」與「凝聚教學目標」對教師學術樂觀有 較高之預測力。 依據上述研究結論，提出相關建議，以做為教育行政機關、國民中學行政機 關及後續研究者之參考。 This study aims at exploring the correlation and prediction level of principal’s instructional leadership and teachers’ academic optimism, in terms of different variables such as teacher’s personal background and school environment. To assess the relevance, I surveyed full-time teachers, part-time teachers, section directors and school deans in 29 public and private junior high schools in Taoyuan. Of all the 581 questionnaires applied, 512 are valid. These questionnaires are analyzed and presented by using descriptive statistics, t-tests, one-way analysis of variance, Pearson’s product-moment correlation and multiple stepwise regression. The results of this survey are listed as follows: 1. The relevance between teachers’ perceptions of principals’ instructional leadership and teachers’ academic optimism is high-intermediate. 2. In the personal background variables, male teachers are more perceptive to principals’ instructional leadership than female teachers. 3. In school environment variables, the perception of principals’ instructional leadership and teachers’ academic optimism vary significantly, in terms of educational positions and the size of school. 4. Teachers in administrative positions have a better perception of principal’s instructional leadership and academic optimism. 5. Teachers in a small-sized school (equal to or less than 24 classes) are more perceptive to principals’ instructional leadership and have more academic optimism than those in a larger-sized school (equal to or more than 49 classes.) 6. There is a positive correlation between junior high school principals’ instructional leadership and teachers’ academic optimism. 7. Two factors in principal’s instructional leadership—a positive study environment and cohesive teaching objectives—are the two best predictors of teachers’ academic optimism. Relevant suggestions are provided based on the study, and serve as references for educational administrations, junior high school administrators and subsequent research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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