認知教練歷程與國小校長省思能力關係之研究

A Study of Relationship between Cognitive Coaching Process and Reflection Competence of Elementary School Principals

本研究首在瞭解認知教練歷程知覺與國民小學校長省思能力之現況，其次也探究認知教練歷程與校長省思能力的關係。研究採問卷調查法，研究對象為臺北縣市國民小學校長，共發出255 份問卷，回收198 份，回收率為99%。資料分析採描述性統計、積差相關及結構方程模式。研究結果為：(1)國民小學校長具有高度的認知教練歷程知覺；(2)國民小學校長具有高度的省思能力；(3)認知教練歷程與校長省思能力間具有顯著中度正相關；(4)認知教練歷程對校長省思能力具有顯著正向影響。最後根據研究結論，分別對認知教練與校長省思之實務推展及未來研究提出建議。

The purposes of this study are as below: first， to explore the current situations of cognitive coaching process and reflection competence for the elementary principals ， and second， to explore the relationship between cognitive coaching and reflection competence.The research data are collected through questionnaire survey. The samples include 255elementary principals in Taipei County and Taipei City. A total of 198 samples are valid and the rate of retrieve is 99%. These collected data are analyzed by descriptive statistic，Pearson’s product-moment correlation， and AMOS. The main findings of this study are as follows: (1)The elementary principals’ perceptions for cognitive coaching process are at the higher degree.(2)The elementary principals’ reflection competence is at the higher degree.(3)There is a positive correlation between cognitive coaching process and reflection competence.(4)The cognitive coaching process has positive and significant effects on the principal’s reflection competence. According to the findings of this study， this author proposes several suggestions for the implementation of cognitive coaching and principal’s reflection， and for further studies respectively.