國小學生知覺教師正向領導對學習表現影響之研究:以教師資通訊科技運用為中介變項

A Study on the Relationship between Teachers’ Positive Leadership and Student Learning Performance in Elementary Schools: Teacher ICT-use as a Mediator

本研究旨在了解國民小學教師正向領導、教師資通訊科技運用與學生學習表現的現況，並探討三者之間的關係。在研究方法上採用問卷調查法，針對桃竹苗地區四縣市的國民小學六年級學生為研究對象，以分層比例叢集抽樣方式，共發出801份問卷，回收率94.0%，有效問卷共695份。問卷回收後分別以描述統計以及結構方程模式進行資料分析。研究結果顯示學生知覺教師正向領導、資通訊科技運用與學生學習表現之現況良好，三者之間具相關性，且影響關係模式適配度良好；此外，教師正向領導對學生學習表現有顯著影響效果，教師正向領導亦可透過資通訊科技運用的中介效果，間接對學生學習表現產生正向的影響，但是根據本研究，教師正向領導對學生學習表現之直接影響效果高於透過資通訊科技運用之中介效果。因此，本研究建議：一、建立班級正向能量網絡與支持鼓勵的文化，促進親師生正向關係與正向溝通；二、藉由學習社群、獎勵辦法與相關活動，增進師生科技整合能力；三、採取多元有趣的教學方法，提升學生國語和數學能力；四、教師採用正向領導經營班級，並透過資通訊科技運用，翻轉學生學習表現。

 

Using the questionnaire survey method and employing stratified random sampling, this study aims to investigate the current status of and the interrelationship among elementary school teachers’ positive leadership, teacher ICT-use, and students’ learning performance. The survey participants are elementary school sixth-graders in Taoyuan City, Hsinchu County, Hsinchu City, and Miaoli County. The study issued a total of 801 questionnaires and received 695 back, for a return rate of 94.0%. The data were analyzed by descriptive statistics and structural equation modeling. The result shows that the current status of students’ perception of teachers’ positive leadership, teacher ICT-use, and students’ learning performance are fine. Moreover, there are significant positive correlations among the three variables, and the model’s goodness of fit index is acceptable. Teachers’ positive leadership also has a significant positive effect on students’ learning performance, both directly and indirectly, via ICT-use as a mediator. This study also finds that the direct effect of teachers’ positive leadership on students’ learning performance is more significant than that of ICT-use as a mediator. Therefore, this study suggests the following. 1. Establish a positive energy network and supportive culture of encouragement to promote the positive relationship and communication among parents, teachers, and students. 2. Make the best use of learning community, incentives, and related activities to enhance teachers’ and students’ technology integration ability. 3. Employ a variety of interesting teaching methods to enhance students’ ability in Mandarin Chinese and Math. 4. In order to flip students’ learning performance, teachers should put their positive leadership into practice in classroom management, especially through increasing teacher ICT-use.