國民小學校長教學領導、教師工作投入與教學創新關係之研究

A Study on the Relationships among Principal Teaching Leadership, Job Involvement of Teachers and Instructional Innovation

10.3966/207136492020121303002

謝傳崇(Chuan-Chung Hsieh)；張進昌(Jin-Chung Chang)

工作投入 ； 校長領導 ； 教學領導 ； 教學創新 ； Job Involvement ； Principal Leadership ； Teaching Leadership ； Instructional Innovation

師資培育與教師專業發展期刊

13卷3期（2020 / 12 / 01）

31 - 57

繁體中文

本研究主要為探討國民小學之校長教學領導、教師工作投入與教學創新之關係，目的為瞭解國民小學校長教學領導、教師工作投入與教學創新之實際現況及關聯。本研究主要透過文獻分析，採用問卷調查之方法，問卷實施以國民小學教師為主要調查對象，共發出540份問卷，有效問卷352份。問卷回收後以描述統計、積差相關及結構方程模式進行分析。根據研究之分析結果顯示，國民小學教師對校長教學領導、教師工作投入及教學創新現況普遍具備中高度知覺，校長教學領導透過教師工作投入影響教學創新，教師工作投入具有可解釋之中介效果。因此本研究建議：籌設教學前導團隊，領導學校發展課程；成立專業互助社群，增強教師工作熱忱；活化競賽表揚辦法，鼓勵師生參與競賽；強化教學領導實踐，充實學校發展能量；促進教師工作投入，中介教學創新實踐。

This study was designed to investigate the relationships among primary school principal teaching leadership, the job involvement of teachers, and instructional innovation. This study aimed to investigate the current status and interrelationships among primary school principal teaching leadership, the job involvement of teachers, and instructional innovation. A literature analysis and a questionnaire survey were used as the primary research methods in this study. A total of 540 questionnaires pertaining to the above three variables were administered to a sample of teachers from selected primary schools, and there were 352 returned questionnaires with valid responses. The researcher conducted descriptive statistics, the product-moment correlation coefficient, and structural equation modelling (SEM) for data analysis. Based on the analysis of the results, teachers of primary schools have a high degree of awareness of the current status of the principal's teaching leadership, the job involvement of teachers, and instructional innovation. The teaching leadership of the principal influences instructional innovation through the job involvement of teachers, and the job involvement of teachers has an intermediary effect. Therefore, this study had the following suggestions: 1) set up a teaching leading team and a leadership school development curriculum; 2) establish a professional mutual assistance community to improve the enthusiasm of teachers; 3) activate the praise method of competition and encourage teachers and students to participate in the competition; 4) strengthen teaching leadership practice and enrich the energy of school development; and 5) promote the job involvement of teachers and intermediary teaching innovation practices.

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