知識領導、教師專業學習社群與學校創新經營之關係研究──以後設分析為途徑

The Relationship between Knowledge Leadership, Teacher Professional Learning Communities, and Operational Innovation in Schools: A Meta-analysis Study

有鑑於知識領導、教師專業學習社群和學校創新經營之議題，在教育場域中備受重視，觀其近年相關研究，亦有逐漸增加的情形，本研究使用後設分析方法，探討知識領導、教師專業學習社群和學校創新經營之間的關係。本研究資料蒐集範圍從2007年1月至2021年12月之間的34筆研究報告進行探究，藉此瞭解知識領導、教師專業學習社群與學校創新經營三者之間的關係。研究結果顯示知識領導與教師專業學習社群之間具有高度效果量，知識領導與學校創新經營具有高度效果量，教師專業學習社群與學校創新經營之間亦具有高度效果量。再者，使用結構方程模式檢視知識領導、教師專業學習社群、學校創新經營三者之間的關係，結果發現知識領導可以透過教師專業學習社群影響學校創新經營，由研究結果提出結論與建議，以供後續研究參考。

Given that the relationship between knowledge leadership, teaching professional learning communities, and operational innovation in schools has gained wide attention in educational spheres and relevant research has been increased in recent years, the present study attempts to explore the relationship between knowledge leadership, teacher professional learning communities, and operational innovation in schools using a meta-analysis method. Thirty-four research articles published from January 2007 to December 2021 were carefully examined to identify the relationship between knowledge leadership, teacher professional learning communities, and operational innovation in schools. The research results reveal large effect sizes between knowledge leadership and teacher professional learning communities, knowledge leadership and operational innovation in schools, respectively. A large effect size is also shown between teacher professional learning communities and operational innovations in schools. Then SEM is used to explore the causal relationship between knowledge leadership, teacher professional learning communities, and operational innovation in schools. It shows that knowledge leadership can have an influence on a school’s operational innovation through teacher professional learning communities. Lastly, conclusions and recommendations are made upon the research results for reference for future researchers.