領導才能資優教育方案成效研究──以臺北市某國小為例

Efficacy of the Leadership Course of Gifted Programs – Taking A Certain Elementary School in Taipei as an Example

本研究的主要目的在探討領導才能資優教育方案對提升國小學生 領導才能之成效。研究採「前後測準實驗設計」，並輔以教師觀察、領 導認知學習單與活動回饋單獲取質性資料，補充量化研究結果。研究 對象採立意取樣，實驗組以參加臺北市大同國小「103 年度區域性資賦 優異教育方案」的學生為樣本，控制組則選取校內符合實驗組學生的 人數、年級、性別等條件之樣本，兩者皆為24 人。本研究所採用之工 具為王振德(2005)編製之「領導技能問卷」，所得資料以單因子共變數 分析進行考驗，並輔以「教師觀察紀錄表」、「領導認知學習單」及「活 動回饋單」之質性資料進行分析。研究結果如下： 一、接受領才資優教育方案之實驗組學生在「領導技能問卷」之量表 總分顯著優於控制組學生。 二、接受領才資優教育方案之實驗組學生在「領導技能問卷」之「領 導基本概念」、「書寫溝通技巧」、「口語溝通技巧」、「價值澄清」、 「做決定技巧」、「團體動力技巧」、「問題解決技巧」及「計畫技 巧」等八個分測驗之得分顯著優於控制組學生；而分測驗「個人 特質」之得分則未顯著優於控制組學生。 三、從觀察記錄表、領導認知學習單及活動回饋單所蒐集到的質性資 料分析顯示，學生領導能力的提升表現在領導概念的轉變、溝通 行為的增加及執行能力的提升上；此外，學生經驗不同的團體動 力歷程，並體認到領導的重要性與價值。 四、依據研究結果，本研究提供課程教學與研究上的相關建議。

The purpose of this study is to explore the efficacy of the leadership course of gifted programs in enhancing elementary school students' leadership. The study adopted the pretest and posttest quasi-experimental design. To supplement the quantitative research results， qualitative data was obtained through teachers' observation， working sheets of cognition of leadership and activity feedback sheets. The procedure of selecting the subjects used purposive sampling. The students who participated the regional gifted programs in Da Tung Elementary School in 2014 are used as samples of the experimental group. The control group's samples conformed to the requirements of the number， grade and gender of the experimental group. Each group includes 24 subjects. The study adopted the Leadership Development Program designed by Jan-Der Wang(2005). One way analysis of covariance (ANCOVA) was used to examine the acquired data. Qualitative data was also analyzed， including the teacher's observation schedule， the working sheets of cognition of leadership and the activity feedback sheets. The findings of the study are as follows: 1. The experimental group outperformed the control group in the total scale score of the Leadership Development Program. 2. The experimental group outperformed the control group in eight subtest scores: Fundamentals of Leadership of the Leadership Development Program， Written Communication Skills， Speech Communication Skills， Value Clarization Skills， Decision-Making Skills， Group Dynamic Skills， Problem-Solving Skills and Planning Skills. The score of the subtest ＂Personal Skills＂ did not outperform the control group. 3. The analysis of qualitative data obtained from the observation schedule， the working sheets of cognition of leadership and the activity feedback sheets showed that improvement of the students' leadership was manifested in the change of the concept of leadership， the increase of communication and the enhancement of execution capacity. Furthermore， the students experienced different group dynamic processes and understood the importance and value of leadership. 4. According to the results， the study provides relevant suggestions regarding teaching and research.