國小校長共創式領導與教師專業學習社群關係之研究：以教師信任為中介變項

The Study on Relationship Between Co-Creating Leadership of Elementary School Principals and Teacher Professional Learning Communities: Teacher Trust as a Mediator

本研究旨在探究校長共創式領導、教師專業學習社群，以及教師信任之間的相關與中介效果。本研究採問卷調查研究法，以臺北市、新北市及桃園市國民小學之教師為對象，共獲得有效問卷838份，研究工具為「共創式領導、教師信任與教師專業學習社群調查問卷」，資料分析則採Pearson積差相關與結構方程模式。研究發現：一、校長共創式領導、教師專業學習社群與教師信任間具顯著高度正相關；二、校長共創式領導可直接影響教師專業學習社群；三、校長共創式領導可藉由教師信任的中介作用，間接正向影響教師專業學習社群。最後，研究者根據研究結論提出相關建議，以作為實務推動及未來研究之參考。

The purposes of this study were as follows: (1) to examine the relationship among principal co-creating leadership, teachers professional learning community, and teacher trust; and (2) to verify the mediating effect of teacher trust. The study employed a survey method generated by the researchers entitled “Principals’ Co-creating Leadership, Teachers’ Professional Learning Community, and Teacher Trust Inventory.” Participants were 838 elementary school teachers from Taipei City, New Taipei City and Taoyuan City. Data was analyzed by Pearson correlation and structural equation modeling. Three main findings were elaborated as follows: (1) There is a positive and significant correlation among principals’ co-creating leadership, teacher professional learning communities and teacher trust. (2) Principals’ co-creating leadership has significant direct effect on the teacher professional learning community. (3) The impacts of principals’ co-creating leadership on teachers’ professional learning communities are partially mediated by teacher trust. According to the research findings, several suggestions for the implementation and further studies are proposed.