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返回卷期清單 (71(1) / 2024 / 3)
71(1)
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2024 / 3
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pp. 53 - 94
DOI:
國中小素養導向教育校長與教師之學習領導的指標與量表之建構
The Development of Indicators and Scales of Principal Leadership for Learning and Teacher Leadership for Learning from Literacy-Oriented Education in Primary and Secondary School
138
917
作者
簡瑋成 Wei-Cheng Chien *
(國家教育研究院教育制度及政策研究中心副研究員;國立清華大學教育與學習科技學系碩博班兼任副教授;國立臺灣師範大學圖文傳播學系兼任副教授 Associate Research Fellow, Research Center for Educational System and Policy, National Academy for Educational Research, New Taipei City, Taiwan; Adjunct Associate Professor, Department of Education and Learning Technology, National Tsing Hua University, Hsinchu City, Taiwan; Adjunct Associate Professor, Department of Graphic Arts and Communications, National Taiwan Normal University, Taipei City, Taiwan)
簡瑋成 Wei-Cheng Chien *
國家教育研究院教育制度及政策研究中心副研究員;國立清華大學教育與學習科技學系碩博班兼任副教授;國立臺灣師範大學圖文傳播學系兼任副教授 Associate Research Fellow, Research Center for Educational System and Policy, National Academy for Educational Research, New Taipei City, Taiwan; Adjunct Associate Professor, Department of Education and Learning Technology, National Tsing Hua University, Hsinchu City, Taiwan; Adjunct Associate Professor, Department of Graphic Arts and Communications, National Taiwan Normal University, Taipei City, Taiwan
中文摘要

素養導向教育成為現今十二年國民基本教育的發展重點，但學校領導如何實踐仍處於萌芽階段，藉由本研究建構校長與教師之學習領導指標與量表工具，除可提供國內學校領導者落實素養導向教育的實行方針，更可成為學校領導人才培訓與選拔的利器。本研究藉由文獻分析、專家焦點座談、模糊德懷術發展指標，最終建立校長學習領導指標，共有「建立學生學習願景」、「促進教師專業成長」、「形塑學生學習文化」、「共同承擔績效責任」、「提供教學及學習資源」，以及「分布式領導」等六大構面，每個構面各五項指標，總計30 項指標；教師學習領導則有「教師專業學習與成長」、「課程教學發展與精進」、「教師支持文化與氛圍」、「參與學校變革與改善」，以及「家長和社區合作參與」等五大構面，每個構面各五項指標，總計25 項指標。最後，再將指標轉換為量表工具，並實施全國國中小教師問卷調查，經1,379 份有效問卷分析後，驗證其良好的信效度，可應用於未來學術研究與學校領導現場評估，有利於學校領導人才的培訓與選拔。

英文摘要

Literacy-oriented education has become the focus of 12-Year Basic Education, but how to effectively practice it among school leaders is still in its infancy. By constructing the indicators and scales of leadership for learning through this study, it can not only provide domestic school leaders with specific directions for implementing literacyoriented education, but also become the powerful tools for the training and selection of school leaders. This study develops indicators through literature analysis, focus group discussions and Fuzzy Delphi, and finally established indicators of principal leadership for learning with six dimensions, including: “establishing students’ learning vision”, “promoting teachers' professionalism”, “shaping students' learning culture”, “shared responsibility for performance”, “providing teaching and learning resources”, and “distributed leadership”, each dimension has 5 indicators, a total of 30 indicators. Teacher leadership for learning has five dimensions, including: “teacher professional learning and growth”, “curriculum development and improvement”, “supporting teacher culture and atmosphere”, “participation in school reform and improvement”, and “parents and community cooperation and participation”, with 5 indicators in each dimension, a total of 25 indicators. Finally, the indicators were converted into the scales, and a national teacher questionnaire survey was implemented. After the analysis of 1,379 valid questionnaires, the scales have been verified that they have good reliability and validity, which are enough to be used in future academic researches and school leadership evaluation, and are conducive to the training and selection of school leaders.

中文關鍵字

校長學習領導;素養導向教育;教師學習領導;模糊德懷術

英文關鍵字

Fuzzy Delphi; literacy-oriented education, principal leadership for learning; teacher leadership for learning