期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(3)九月刊

國小校長共創式領導與教師專業學習社群關係之研究:以教師信任為中介變項 作者:臺北市立大學教育行政與評鑑研究所丁一顧、國立臺灣師範大學師資培育學院王淑麗、明道大學課程與教學研究所江姮姬

卷期:64卷第3期
日期:2019年9月
頁碼:237-264
DOI:10.6209/JORIES.201909_64(3).0009

摘要:
本研究旨在探究校長共創式領導、教師專業學習社群,以及教師信任之間的相關與中介效果。本研究採問卷調查研究法,以臺北市、新北市及桃園市國民小學之教師為對象,共獲得有效問卷838份,研究工具為「共創式領導、教師信任與教師專業學習社群調查問卷」,資料分析則採Pearson積差相關與結構方程模式。研究發現:一、校長共創式領導、教師專業學習社群與教師信任間具顯著高度正相關;二、校長共創式領導可直接影響教師專業學習社群;三、校長共創式領導可藉由教師信任的中介作用,間接正向影響教師專業學習社群。最後,研究者根據研究結論提出相關建議,以作為實務推動及未來研究之參考。

關鍵詞:校長共創式領導、教師信任、教師專業學習社群

《詳全文》 檔名

參考文獻:
  1. 丁一顧(2011a)。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報,37,1-26。 【Ting, Y.-K. (2011a). Study of verification of relation model of professional learning community and collective teacher efficacy. Journal of National Pingtung University of Education, 37, 1-26.】
  2. 丁一顧(2011b)。會談技巧:教師專業學習社群運作成功的關鍵。教育研究月刊,201,28-38。【Ting, Y.-K. (2011b). The key to teacher professional learning community: Conversation skills. Journal of Education Research, 201, 28-38.】
  3. 丁一顧(2014)。國小校長教練式領導與教師專業學習社群關係之研究。教育政策論壇,17(3),117-151。doi:10.3966/156082982014081703005 【Ting, Y.-K. (2014). A study on the relationship of principals coaching-based leadership and teachers professional learning community. Educational Policy Forum, 17(3), 117-151. doi:10.3966/156082982014081703005】
  4. 丁一顧(2016)。國小校長教練式領導與教師專業學習社群關係之研究:以教師信任為中介變項。載於國立中興大學主辦之2016教師專業發展學術研討會」論文集(pp. 10-28),臺中市。 【Ting, Y.-K. (2016). A study on the relationship between coaching-based leadership of elementary school principals and teachers’ professional learning community: Teacher trust as a mediator. In National Chung Hsing University (Ed.), 2016 Symposium of Teacher Professional Development (pp. 10-28), Taichung, Taiwan.】
  5. 王保進(2006)。中文視窗版SPSS與行為科學研究。臺北市:心理。 【Wang, B.-J. (2006). SPSS and behavior science research. Taipei, Taiwan: Psychological.】
» 展開更多
中文APA引文格式丁一顧、王淑麗、江姮姬(2019)。國小校長共創式領導與教師專業學習社群關係之研究:以教師信任為中介變項。教育科學研究期刊,64(3),237-264。doi:10.6209/JORIES.201909_64(3).0009
APA FormatTing, Y.-K., Wang, S.-L., & Chiang, H.-C. (2019). The Study on Relationship Between Co-Creating Leadership of Elementary School Principals and Teacher Professional Learning Communities: Teacher Trust as a Mediator. Journal of Research in Education Sciences, 64(3), 237-264. doi:10.6209/JORIES.201909_64(3).0009

Journal directory listing - Volume 64(2019) - Journal of Research in Education Sciences【64(3)】September

The Study on Relationship Between Co-Creating Leadership of Elementary School Principals and Teacher Professional Learning Communities: Teacher Trust as a Mediator Author: Yi-Ku Ting (Institute of Educational Administration and Evaluation, University of Taipei),Shu-Li Wang (College of Teacher Education, National Taiwan Normal University),Heng-Chi Chiang (Graduate Institute of Curriculum and Instruction, Mingdao University)

Vol.&No.:Vol. 64, No.3
Date:September 2019
Pages:237-264
DOI:10.6209/JORIES.201909_64(3).0009

Abstract:
The purposes of this study were as follows: (1) to examine the relationship among principal co-creating leadership, teachers professional learning community, and teacher trust; and (2) to verify the mediating effect of teacher trust. The study employed a survey method generated by the researchers entitled “Principals’ Co-creating Leadership, Teachers’ Professional Learning Community, and Teacher Trust Inventory.” Participants were 838 elementary school teachers from Taipei City, New Taipei City and Taoyuan City. Data was analyzed by Pearson correlation and structural equation modeling. Three main findings were elaborated as follows: (1) There is a positive and significant correlation among principals’ co-creating leadership, teacher professional learning communities and teacher trust. (2) Principals’ co-creating leadership has significant direct effect on the teacher professional learning community. (3) The impacts of principals’ co-creating leadership on teachers’ professional learning communities are partially mediated by teacher trust. According to the research findings, several suggestions for the implementation and further studies are proposed.

Keywords:principals co-creating leadership, teacher professional learning communities, teacher trust