幼兒園教學領導的實踐：教師社群與教學效能的交互影響 The Practice of Instructional Leadership in the Kindergartensthe Interaction Between the Teachers’ Learning Community and the Teaching Effectiveness

Abstract

本研究旨在了解幼兒園教師知覺園長（園主任）教學領導、教師專業學習社群與教師教學效能的現況以及探討三者之間的關係。研究方法為文獻分析與問卷調查法，研究對象為臺灣地區公立幼兒園教保服務人員，共發出 996 份問卷，回收率 84%，有效樣本共630 份。問卷回收後分別以驗證性因素分析、描述統計、積差相關，以及結構方程模式等統計方法進行分析。研究結果顯示，幼兒園教師知覺園長（園主任）教學領導、教師專業學習社群與教師教學效能的現況良好，三者之間具有相關性，且影響關係模式適配度良好。本研究發現園長（園主任）教學領導、教師專業學習社群與教師教學效能之間，教師專業學習社群具有完全中介的作用，意即園長（園主任）教學領導需透過教師專業學習社群來影響教師教學效能。本研究建議幼兒園園長（園主任）應善用教師專業學習社群之中介作用，運用教學領導，提升教師教學效能。 The purpose of this study is to understand the current status of preschool teachers’ awareness of the instructional leadership of principals (directors), teachers’ professional learning communities and their teaching effectiveness, and to explore the relationship between them. The research methods were literature review and questionnaire survey, and the research subjects were pre-school educators of Taiwan’s public preschool. A total of 996 questionnaires were sent out, among which 630 samples were valid with a recovery rate of 84%. After recovered, the questionnaires were analyzed with statistical methods such as confirmatory factor analysis, descriptive statistics, product moment correlation and structural equation modeling. The results showed that preschool teachers’ awareness of the instructional leadership of the principal (director), teachers’ professional learning communities, and teaching effectiveness are good, and are correlated. The positive influence model has good fit. It is found that the teacher’s professional learning communities play a full intermediary role between the instructional leadership of the principal (director) and their teaching effectiveness, which means that the instructional leadership of principals (directors) needs to affect teachers’ teaching effectiveness through teachers’ professional learning communities. This study suggests that preschool principals (directors) make good use of the intermediary role of teachers’ professional learning communities and use the instructional leadership to enhance teachers’ teaching effectiveness.

Keywords

• 幼兒園
• 教學領導
• 專業學習社群
• 教學效能
• preschool
• instructional leadership
• professional learning communities
• teaching effectiveness