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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/817


    Title: 雲林縣小型學校分布式領導與轉型優質計畫成效之研究;Distributed Leadership and Effectiveness of Transformative High-Quality Program of Small Scale Elementary Schools in Yunlin County
    Authors: 曾尚民;TSENG, SHANG-MIN
    Contributors: 教育學碩士在職專班
    Keywords: 分布式領導;轉型優質計畫;雲林縣;小型學校;distributed leadership;Transformative High-Quality Program;Yunlin County;small scale schools
    Date: 2017
    Issue Date: 2019-07-17 10:49:06 (UTC+8)
    Publisher: 教育學碩士在職專班
    Abstract: 本研究旨在探討雲林縣小型學校分布式領導與轉型優質計畫成效及彼此之間的關係,並分析不同背景變項的轉型優質小校教育人員,對學校分布式領導與轉型優質計畫成效看法之差異情形,最後根據研究結果提出具體建議,做為提升轉型優質計畫成效之?考。本研究透過問卷調查法,蒐集並分析資?,以雲林縣62所實際參與轉型優質評鑑之縣內小校教育人員為調查研究對象,以修改之「雲林縣小型學校分布式領導與轉型優質計畫成效之研究調查問卷」為研究工具,共計發出513份問卷,回收467份,有效問卷402份,調查所得之資?以SPSS 20.0中文版電腦統計套裝軟體進?資?分析,樣本資?以平均?、獨?樣本t檢定、單因子變??分析、皮爾遜積差相關及逐步多元迴歸分析等統計方法處?。依據資?分析結果,本研究獲致結?如下:一、雲林縣小校教育人員知覺學校分布式領導現況為中上程度,其中以「建構清晰的組織和績效」的知覺最高,「提升成員的領導能量」最低。二、雲林縣小校教育人員知覺轉型優質計畫成效為中上程度,其中以「行政管理有效支援教學」的知覺最高,「建構與提升學生多元能力」最低。三、年齡在41-50歲與51歲以上、服務年資16-20年及21年以上、擔任校長職務及參與評鑑次數0次、2次、3次之教育人員,對整體學校分布式領導執行現況有較高的知覺。 四、年齡在41-50歲與51歲以上、服務年資16-20年及21年以上、擔任校長職務及參與評鑑次數0次、2次、3次之教育人員,對整體轉型優質計畫成效有較高的知覺。五、雲林縣小校教育人員知覺學校分布式領導與轉型優質計畫成效呈顯著正相關。六、學校分布式領導中的「建構清晰的組織和績效」、「提升成員的領導能?」、「塑造信任的校園文化」構面,對整體轉型優質計畫成效具有解釋力,其中以「建構清晰的組織和績效」的解釋力最佳。
    The purpose of this study is to investigate “school distributed leadership” and effectiveness of Transformative High-Quality Program” of small scale elementary schools in Yunlin County. The study aims to analyze the perceptions of the educators in small scale elementary schools involved in the implementation of Transformative High-Quality Program, and explore differences among background variables, and analyze the relationship between these two variables. Finally, based on the results and conclusions, suggestions are offered for the authorities to promote effectiveness of Transformative High-Quality Program.The research was executed with a questionnaire survey and data were collected through the Questionnaire on “school distributed leadership” and “effectiveness of Transformative High-Quality Program” in Yunlin County. The subjects for this study were educators in 62 small scale elementary schools involved in Transformative High-Quality Program in Yunlin County. A total of 513 questionnaires were issued with 402 valid response received. After doing statistical analysis, such as descriptive-statistics, t-test, one-way ANOVA, Pearson product moment correlation and Stepwise Multiple Regression, conclusions were made.Following is the summary of the study:1. The status quo of educators’ awareness of “school distributed leadership” is in the high-intermediate level. Furthermore, the awareness of “developing distinct organization and accountability” is the highest while “increasing member’s leadership capacity” is the lowest.2. Educators’ awareness of “effectiveness of Transformative High-Quality Program” is in the high-intermediate level. Moreover, the awareness of “administration and management supporting teaching effectively” is the highest while “developing and enhancing students’ multiple abilities” is the lowest.3. Educators who are in their age of forties and above, with 16-20 service years and more than 21 service years, principals, involved in the program, and evaluation for none, 2 and 3 times, have much higher perceptions of the status quo of whole “school distributed leadership”.4. Educators who are in their age of forties and above, with 16-20 service years and more than 21 service years, principals, involved in the program, and evaluation for none, 2 and 3 times, have much higher perceptions of “effectiveness of Transformative High-Quality Program”.5. There is a significant positive relationship between educators’ awareness of “school distributed leadership” and “effectiveness of Transformative High-Quality Program.”6. In school distributed leadership, “developing distinct organization and accountability”, “increasing member’s leadership capacity” and “molding trusted campus culture” could significantly predicte the “effectiveness of Transformative High-Quality Program.” Besides, “developing distinct organization and accountability” is the most powerful predictor among other elements.
    Appears in Collections:[教育學研究所] 學位論文

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