| 摘要: | 摘 要
本研究旨在探討國中校長課程領導的現況，內容包括：國中校長對於課程領導的態度、所具備的課程領導能力及其實際的課程領導行為狀況；不同背景變項在校長課程領導態度、能力及行為層面上的差異情形；校長課程領導態度、能力與行為之間的關係；還有校長實施課程領導時所遭遇到的困難情形等。
本研究採問卷調查法，以台閩地區263位國中校長和1,310位教師做為研究對象。調查所得資料以描述統計、t考驗、單因子多變量變異數分析、單因子變異數分析、薛費法、皮爾森積差相關、典型相關及多元迴歸分析法等進行統計分析。
本研究所得到的結論是：
一、國民中學校長的課程領導態度屬正面積極程度，其課程領導能力達到中上；課程領導行為的實踐程度中等；至於課程領導的困難度則屬中低程度。
二、目前校長的領導焦點仍以行政領導為主，有74.1％的校長自覺其所投注的心力為「行政領導多於課程領導」，但在各背景變項上並無顯著差異。
三、國中校長的課程領導態度因校長年齡及年資不同而有顯著差異。
四、國中教師知覺校長課程領導行為因其背景不同而有顯著差異。
五、國中校長和教師所知覺的校長課程領導行為有顯著的差異存在。
六、國中校長的課程領導態度、能力與其課程領導行為有顯著相關。
七、國中校長的課程領導態度與能力對其課程領導行為具有顯著的預測力。
八、國中校長的課程領導態度與其課程領導能力有顯著相關。
九、國中校長課程領導態度對其課程領導能力具有顯著預測力。
十、國中校長在其課程領導困難的部分選項上因性別、年齡及年資不同而有顯著差異；在困難改善需求上的部分項目也因學校所在行政轄區、性別、年齡及年資不同而有顯著差異。
最後根據文獻分析與研究結論，對教育行政機關、國中校長，以及後續研究者等提出各種參考意見。
關鍵詞：國民中學校長、課程領導、校長課程領導
A Study of the Curriculum Leadership of
Junior High Schools’Principals
Yun-Cheng Lu
Abstract
The main purpose of this research is to investigate and analyze the status quo of principals’ curriculum leadership of junior high school which included the current principals’ attitudes toward curriculum leadership, curriculum leadership competence, curriculum leadership performance , and the difficulties that principals have confronted; and the influences caused by the principals’ different individual background and school context; and the relationship among principals' attitudes toward curriculum leadership, competence, and their performance.
The questionnaire was administered to the samples of 263 principals and 1,310 teachers from the public junior high schools in Taiwan. Descriptive statistics, t-test, one-way MANOVA, one- way ANOVA, Scheffe′s method, Pearson′s product-moment correlation, canonical correlation, and multiple regression analysis were utilized.
The conclusions of this study were drawn as follows:
1. Junior high schools’ principals perceived their attitudes toward cur-riculum leadership as above middle; and perceived their curriculum leadership competence as above middle too; and perceived their curriculum leadership performance as middle; and perceived the difficul-ties that they have confronted when doing curriculum leadership as under middle.
2. There were over seventy percent of all principals who spent more time administering leadership than doing curriculum leadership, but no sig-nificant difference in their background variables was found.
3. The principals’ attitudes toward curriculum leadership were signifi-cantly affected by the levels of principals’ age and their service years.
4. The different effect of background variables of teachers on their principals’ curriculum performance was significant.
5. Significant difference between teachers and principals existed in the perception of curriculum leadership performance.
6. There were significant correlations among the principals’ attitudes toward curriculum leadership, competence, and their performance.
7. Based on the result of the multiple regression analysis, the principals’ attitudes toward curriculum leadership and competence could significantly predict the principals’ curriculum leadership performance.
8. There were significant correlations between the principals’ attitudes toward curriculum leadership and the principals’ curriculum leadership competence.
9. Based on the result of the multiple regression analysis, the principals’ attitudes toward curriculum leadership could significantly predict the principals’ curriculum leadership competence.
10. Significant differences were found in some items about the difficulties which principals have confronted when doing curriculum leader-ship from multiple levels of gender, age, and principals’ service years; other significant difference were also found in some items about the difficulties in the demand for progress which principals have con-fronted when doing curriculum leadership from different levels of location, gender, age, and principals’ service years.
Based on the conclusions as above, some suggestions are made for the junior high schools’ principals, educational administrators, and the future researchers.
Keywords: junior high school principals; curriculum leadership; curriculum leadership of principals. |
