期刊專區/ Periodical Section

國民小學校長科技領導、教師教學創新與學生樂學態度關係之研究

A Study on the Relationships between the Principals Technology Leadership, Teaching Innovation and Student Academic Optimism in Elementary Schools

所屬期刊：	第12卷第1期 「教師培育與專業發展」 主編：國立臺灣師範大學講座教授 楊深坑
系統編號：	vol044_03
主題：	師資培育
出版年份：	2016
作者：	謝傳崇;蕭文智;官柳延
作者(英文)：	Chuan-Chung Hsieh;Wen-Chih Hsiao; Liu-Yen Kuan
論文名稱：	國民小學校長科技領導、教師教學創新與學生樂學態度關係之研究
論文名稱(英文)：	A Study on the Relationships between the Principals Technology Leadership, Teaching Innovation and Student Academic Optimism in Elementary Schools
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：	中文
論文頁數：	32
中文關鍵字：	科技領導; 教學創新; 樂學態度; 國民小學
英文關鍵字：	technology leadership; teaching innovation; academic optimism; elementary school
服務單位：
稿件字數：	19854
作者專長：	正向領導、學校創新經營、教學領導、人力資源管理、知識管理、校長領導
投稿日期：	2015/10/13
論文下載：
摘要(中文)：	本研究旨在探討國民小學校長科技領導、教師教學創新與學生樂學態度的現況與關係。在研究方法上採用問卷調查法，研究對象為臺灣地區國民小學教師，並使用結構方程模式驗證校長科技領導、教師教學創新與學生樂學態度的關係。研究結果顯示校長科技領導、教師教學創新與學生樂學態度良好，三者之間具相關性，且影響關係模式適配度良好。雖然校長科技領導對於學生樂學態度有顯著之直接影響效果；但是當校長科技領導透過教師教學創新之中介作用能對學生樂學態度產生更大的影響，其影響效果也相對提高許多。本研究建議校長宜運用科技領導，促使教師教學創新，進而提升學生樂學態度。
摘要(英文)：	The purpose of the study was to investigate the relationship among elementary school principals; technology leadership, teachers’ teaching innovation and student academic optimism. Questionnaire survey was used to collect data. The survey objects were elementary school educators across Taiwan. This study used structural equation modeling with prospective data to test for model fit. The findings indicate that the principals’ technology leadership and teachers’ teaching innovation positively affects student academic optimism. Besides, principals’ technology leadership will indirectly influence student academic optimism by the way of teachers’ teaching innovation. The results suggest that the principals should implement principals’ technology leadership to accelerate teachers’ teaching innovation in order to improve student academic optimism.
參考文獻：	天下雜誌（2013 年11 月）。2013「天下雜誌」怎麼學才有未來「12 年國教國中現場大調查」發表會。取自http://www.cw.com.tw/about/CW20131126.pdf 吳采蓉、楊淑晴（2009）。影響國小教師資訊融入教學創新行為結構模式之建構暨結構模式性別恆等性之檢定。教育心理學報，40（3），385-418。 吳清山（2002）。創意教學的重要理念與實施策略。臺灣教育，614，2-8。 吳清山（2005）。學校創新經營方案之建構。中等教育，56，4-26。 林偉文（2002）。國民中小學學校組織文化、教師創意教學潛能與創意教學之關係（未出版之博士論文）。國立政治大學，臺北市。 洪詠善（2011）。跨／移界：理解教師教學創新的個案研究。教育研究月刊，204，95-109。 范熾文、張阿靈（2013）。桃園縣國民小學教師知識管理與教學創新關係之研究。教育經營與管理研究集刊，9，31-59。 秦夢群（2010）。教育領導理論與應用。臺北市：五南。 秦夢群、張奕華（2006）。校長科技領導層面與實施現況之研究。教育與心理研究，29（1），1-27。 張奕華、吳怡佳（2008）。校長科技領導與教師教學效能關係之研究。教育研究與發展期刊，4（1），171-193。 張奕華、吳怡佳（2011）。科技領導、知識管理與學校效能結構關係之驗證。教育行政與評鑑學刊，11，1-28。 張奕華、張敏章（2010）。台北縣國民小學校長科技領導對學校效能影響之研究。學校行政，66，30-50。 張奕華、蔡瑞倫（2010）。國民中學校長科技領導與學校效能關係之研究。學校行政，65，33-53。 張奕華、蕭霖、許正妹（2007）。學校科技領導向度與指標發展之研究。教育政策論壇，10（1），161-187。 許德便（2012）。國民中學校長服務領導、教師教學創新、社群互動與學校效能關係之研究（未出版博士論文），國立高雄師範大學，高雄市。 陳以禮（譯）（2013）。Tony Wagner 著。哈佛教育學院的一門青年創新課（Creat ing Innovators: The Making of Young People Who Will Change the World）。臺北市：時報。 曾志朗（2001）。教師的專業成長與新使命。人本教育札記，147，61-64。 單文經（2012）。對教學科技與媒體運用的一些思考－賀「教學科技與媒體」出刊百期。教學科技與媒體，100，4-14。 詹志禹（2012）。找到心流就能學而不倦。親子天下，37，86-88。 蒲逸?（2011）。臺北市國民中學體育教師教學信念、教學創新與教學效能之相關。臺灣運動教育學報，6（1），15-28。 臺灣PISA 國家研究中心（2014）。臺灣PISA2012 精簡報告。臺南市：臺灣PISA國家研究中心。取自http://pisa.nutn.edu.tw/download/data/TaiwanPISA2012ShortReport.PDF 蔡俊傑、劉威德、羅鴻仁（2012）。職業學校教導型組織文化與教師創新教學關係之探討。教師專業研究期刊，4，53-80。 鄭淵全、蔡雅茹（2012）。國小校長課程領導行為、教師教學信念、教師創新教學行為與國小學童創造力傾向關係之研究。學校行政，78，182-202。 蕭文智（2013）。應用結構方程模式探討學校ICT 運用與學生學習表現之關係。學校行政，88，99-119。 謝傳崇（2013a）。卓越領導的核心信念：校長學術樂觀。臺灣教育評論月刊，2（5），30-32。 謝傳崇（2013b）。十二年國教的挑戰：找回學術樂觀。教育人力與專業發展，30（3），25-33。 謝傳崇（2013c）。學生學術樂觀：正向力量讓他再站起來。師友月刊，553，50-54。 謝傳崇、蕭文智（2013）。國民小學校長科技領導與學生學習表現關係之研究：以學校 ICT 運用為中介變項。教育理論與實踐學刊，27，291-324。 Adams, C. M. (2013). Collective student trust: A social resource for urban elementarystudents. Retrieved from http://eaq.sagepub.com/content/early/2013/06/18/0013161X13488596.full.pdf+html Adams, C. M., & Forsyth, P. B. (2009). Conceptualizing and validating a measure of student trust. In Studies in school improvement (pp. 263-279). Charlotte, NC: school teachers (Unpublished doctoral dissertation). The Ohio State University,Ohio. Beard, K. S., Hoy, W. K., & Woolfolk-Hoy, A. (2010). Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26(5), 1136-1144. Blitz, J. J., Van Rooyen, M. R., Cameron, D. A., Pickworth, G. P., & Du Toit, P. H. (2010). Is temperament a key to the success of teaching innovation?. African Journal of Health Professions Education, 2(1), 17-20. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation. Chang, I. H. (2011). A study of the relationships among distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership & Management, 31(5), 1-25. Chang, I. H. (2012). The effect of principals’ technological leadership on principals’ technological literacy and teaching effectiveness in Taiwanese elementary schools. Journal of Educational Technology & Society, 15(2), 328-340. Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-fi rst century principal. Journal of Educational Administration, 41(2), 124-142. Forsyth, P. B., Adams, C. M., & Hoy, W. K. (2011). Collective trust: Why schools can’t improve without it. New York, NY: Teachers College Press. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of educational psychology, 95(1), 148. Gardner, H. (1983). Frames of Mind. New York, NY: Basic Book. Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683-702. Goldstein, L. S. (1999). The relational zone: The role of caring relationships in the co-construction of mind. American Educational Research Journal, 36(3), 647-673. Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration, 50, 76-97. Hoy, W. K., & Feldman, J. (1987). Organizational health: The concept and its measure. Journal of Research and Development in Education, 20(4), 30-37. Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools / healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage. Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425-446. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health, 74(7), 262-273. Ladd, G. W., & Dinella, L. M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from fi rst to eighth grade? Journal of Educational Psychology, 101(1), 190-206. Lee, J. S. (2012). The effects of the teacher–student relationship and academic presson student engagement and academic performance. International Journal of Educational Research, 53, 330-340. Lunde, J. P., & Wilhite, M. S. (1996). Innovative teaching and teaching improvement. To Improve the Academy, 15, 155-167. Ma, X. (2003). Sense of belonging to school: Can schools make a difference?. The Journal of Educational Research, 96(6), 340-349. Mazur, E. (2011). Environmental enforcement in decentralised governance systems: Toward a nationwide level playing fi eld. Paris, France: OECD. McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5, 203-229. Mishoe, J. N. (2012). Academic optimism and academic success: An explanatory case study (Doctoral dissertation). Retrieved from https://uta-ir.tdl.org/uta-ir/bitstream/handle/10106/11576/Mishoe_uta_2502D_11932.pdf?sequence=1&isAllowed=y TED.com. (2013, Feburary, 27). Sugata Mitra: Build a school in the cloud [Radio podcast]. Retrieved from http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html Ngidi, D. P. (2012). Academic optimism: An individual teacher belief. Educational Studies, 38(2), 139-150. Nie, Y., Tan, G. H., Liau, A. K., Lau, S., & Chua, B. L. (2013). The roles of teacher efficacy in instructional innovation: Its predictive relations to constructivist and didactic instruction. Educational Research for Policy and Practice, 12(1), 67-77. Patricia, M. (2012). Case study of instructional innovation among elementary teachers. Retrieved from http://eric.ed.gov/?id=ED538218 Preacher, K. J., & Leonardelli, G. J. (2001). Calculation for the Sobel test: An interactive calculation tool for mediation tests. Retrieved from http://quantpsy.org/sobel/sobel.htm Ray, D. (1992). Educational technology leadership for the age of restructuring. The Computing Teacher, 19(6), 8-14. Riegel, L. A. (2012). Effi cacy and academic emphasis: A leadership factor in elementary school principals, and its relationship to hope, resilience, optimism, and view of intelligence (Unpublished doctoral dissertation). The Ohio State University, Columbus, OH. Rogers, E. M. (1995). Diffusion of innovations (4th ed). New York, NY: The Free. Schmeltzer, T. (2001). Training administrators to be technology leaders. Technology & Learning, 21(11), 16-22. Schultz, L. E. (2000). Qualities of an exceptional leader. Human Systems Management, 19(2), 93-103. Seligman, M. E. P. (1998). Positive social science. APA Monitor, 29(4), 2-5. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. Smerdon, B. A. (2002). Students’ perceptions of membership in their high schools. Sociology of Education, 75, 287-305. Smith, P. A., & Hoy, W. K. (2007). Academic optimism and student achievement in urban elementary schools. Journal of Educational Administration, 45, 556-568. Tschannen-Moran, M., Bankole, R. A., Mitchell, R. M., & Moore, D. M., Jr. (2013). Student academic optimism: A confi rmatory factor analysis. Journal of Educational Administration, 51(2), 150-175. Usher, E. L., & Pajares, F. (2008). Sources of self-effi cacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796. Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 294-318. Woolfolk, A., Hughes, M., & Walkup, V. (2008). Psychology in education. London, England: Pearson. Wu, H.-C. (2012). Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools (Unpublished doctoral dissertation). The Ohio State University, OH. Wu, J. H., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51(2), 176-193. doi:10.1108/09578231311304698