從知識領導到教學創新：教師專業學習社群的中介歷程與結構關係分析

From Knowledge Leadership to Instructional Innovation: An Analysis of the Mediating Process and Structural Relationships of Professional Learning Communities

本研究旨在探討校長知識領導與教師教學創新之間的影響關係，並驗證教師專業學習社群在其中所扮演的中介角色。面對教育轉型與知識社會的發展趨勢，學校領導者需兼具知識整合與學習文化引導能力。本研究以393位國中教師為對象，建構結構方程模式，並運用偏最小平方法（PLS-SEM）進行資料分析，以檢驗「校長知識領導」、「教師專業學習社群」與「教師教學創新」三構面間之結構關係。研究結果顯示，校長知識領導對教師教學創新具有顯著正向影響，且教師專業學習社群在兩者之間呈現部分中介效果（VAF = 68.15%）。其中「激勵成員學習展現」、「展現創新行動」與「情感交流與支持」為關鍵影響因素。研究驗證了知識領導與創新實踐的理論假設，並突顯教師社群的橋梁功能。最後建議學校應強化策略性領導實踐與社群制度建構，以提升教師創新教學能力與學校整體專業發展。

This study aims to examine the relationship between principals’knowledge leadership and teachers’instructional innovation, with a particular focus on the mediating role of professional learning communities (PLCs). In response to the current trends of educational reform and the rise of knowledge-based societies, school leaders are expected to go beyond administrative functions and take on roles that integrate knowledge strategically and foster a culture of continuous learning. Targeting 393 junior high school teachers as research participants, this study developed a structural equation model and applied Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the relationships among three core constructs: principals’knowledge leadership, professional learning communities, and teachers’instructional innovation. The results reveal a significant positive effect of knowledge leadership on instructional innovation. Moreover, professional learning communities demonstrate a partial mediating effect between the two variables, with a variance accounted for (VAF) of 68.15%. Among the subdimensions,“motivating members to learn and perform,”“demonstrating innovative action,”and“emotional support and collaboration”emerged as the most influential. These findings validate the theoretical model and highlight the bridging function of professional learning communities in translating leadership into innovation. The study concludes by recommending that school principals strengthen the implementation of knowledge leadership, institutionalize the operation of teacher learning communities, and enhance the interaction between leadership and collaborative learning mechanisms to foster a more innovative and professionally driven school environment.