校長的領導風格對學校辦學成效具有關鍵影響，而教師的教學實踐則直接關係到學生的學習成果。作為提升學校教學品質與學生學習成效的重要因素，校長教學領導如何影響教師的自我效能與教學實踐，成為教育研究的重要議題。本研究利用2018 年教學與學習國際調查（TALIS）臺灣、日本及澳洲三國共364 所國小校長與9,832 位教師的資料，透過多層次中介效果模型，探討校長教學領導、學校教師自我效能與教師自我效能對教師教學實踐的影響。同時，考量不同國家的學校文化與學生特性可能影響此關係，研究亦納入國家變數進行調節效果檢驗。研究結果顯示，教師層次的教師自我效能對教師教學實踐具有顯著正向影響，而學校層次的學校教師自我效能亦展現顯著的脈絡效果。此外，校長教學領導透過教師自我效能的部分中介對教師教學實踐產生間接影響。然而，國家變數未對校長教學領導與學校教師自我效能的關係產生顯著調節效果，顯示三國在此機制上的一致性。研究結果進一步驗證校長教學領導在促進教師自我效能與教學實踐方面的關鍵作用。最後，本文針對研究發現進行理論與實務層面的討論，並對未來研究方向提出建議。

Principal instructional leadership has long been regarded as one of the most influential forms of school leadership for improving teaching quality and enhancing student learning. In contemporary research on school effectiveness, principals are no longer viewed merely as administrative managers responsible for organizational maintenance, but increasingly as key instructional leaders who shape the professional climate of schools, guide curriculum and instructional improvement, and promote teachers’ continuous professional growth. Through setting instructional goals, monitoring teaching quality, allocating resources for professional development, and fostering a culture of collaboration, principals are expected to exert a profound influence on the conditions under which teaching and learning take place. At the same time, teachers’ teaching practices constitute the core processes of classroom instruction and represent the most proximal determinants of students’ learning experiences and academic outcomes. Extensive research in educational psychology has consistently shown that variations in instructional clarity, cognitive activation, and classroom management are closely associated with students’ cognitive engagement, motivation, and achievement. Understanding how principals’ instructional leadership is translated into effective classroom practices therefore remains a central issue at the intersection of educational leadership and educational psychology. Yet, the mechanisms through which leadership at the school level is transmitted to instructional behavior at the classroom level remain incompletely understood. Within this line of inquiry, teacher self-efficacy, grounded in Bandura’s social cognitive theory, may be a key psychological mechanism linking leadership practices to teachers’ instructional behaviors. Teacher self-efficacy refers to teachers’ beliefs in their capability to plan, organize, and implement instructional activities that lead to desired student outcomes. These beliefs influence how teachers interpret instructional challenges, how much effort they invest in teaching, how persistently they cope with difficulties, and how resilient they remain in the face of setbacks. A substantial body of empirical research has demonstrated that teachers with higher self-efficacy are more likely to adopt effective instructional strategies, manage classrooms successfully, persist when encountering instructional problems, and promote students’ cognitive and motivational development. Although previous studies have generally suggested that principals’ instructional leadership may strengthen teachers’ beliefs

多層次中介效果、校長教學領導、教師自我效能、教師教學實踐、教學與學習國際調查

multilevel mediation effect, principal instructional leadership, teacher self-efficacy, teaching practices, Teaching and Learning International Survey