國小校長教學領導與教師專業素養關係模式驗證及教師專業素養IPA差異分析

Validation of the Relationship Model Between Elementary School Principals’Instructional Leadership and Teachers’Professional Literacy and Analysis of the Differences in Teachers’Professional Literacy with IPA

本研究首先探討國小校長教學領導與教師專業素養之現況，並探究校長教學領導與教師專業素養的相關性及因果關係模式，接著運用重要-表現程度分析法探討教師專業素養認同程度與符合程度的關係，最後探究不同背景教師對於教師專業素養的差異情形。為此，採用問卷調查法，資料分析包含結構方程模式、重要-表現程度分析、多變量變異數分析等方法。研究結果發現，國小校長教學領導與教師專業素養之表現皆屬中高程度，兩者具顯著正相關，並且關係模式適配度良好，代表校長教學領導對教師專業素養具有顯著正向影響力，而整體教師專業素養的認同程度顯著高於符合程度，不同層面與核心概念分別落在持續保持區、優先改善區與持續改善區，最後就不同性別、年齡及參與社群的教師，分別在教師專業素養整體或部分層面具有顯著差異。

This study first discusses the current status of elementary school principals’ instructional leadership and teachers’ professional literacy, and then explores the correlation and causal relationships between the principal’s instructional leadership and teachers’ professional literacy. This study also uses the importance-performance analysis (IPA) to probe into the relationship between the degree of recognition and the degree of conformity of teachers’ professional literacy, and finally analyzes the relationship between various background variables and the teachers’ professional literacy. The questionnaire survey method is adopted by this study, and the data analysis methods include linear structural equation model, importance-performance analysis (IPA), and multivariate analysis of variance, etc. The result shows that the performances of principals’ instructional leadership and teachers’ professional literacy are both at a medium to high level, and there is a significantly positive correlation between the these two. The relationship model fit is good, which means that the principal’s instructional leadership has a significantly positive influence on teachers’ professional literacy. The degree of overall recognition of teachers’ professional literacy is significantly higher than the degree of conformity. Different aspects and core concepts fall into the continuous maintenance area, the primary improvement area, and the secondary improvement area. Finally, there are significant differences between teachers’ background variables such as genders, ages, as well as participation in communities and all or some aspects of perceived teachers’ professional literacy.