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篇名 有效的學校領導對數學學習成就之影響:以TIMSS 2003臺灣調查資料為例
並列篇名 The Effects of School Leadership on Mathematics Achievement: An Analysis of Taiwan Data in TIMSS 2003
作者 李懿芳(Lee, Yi-fang) 、江芳盛(Chiang, Fang-shen)
中文摘要 國外研究指出有效的學校領導為改善學生學習的關鍵因素之一,此論點在國內過去因受限於全國學習成就資料取得不易,鮮少經過實證研究驗證。近年來我國積極參與國際大型教育調查研究和學生學習成就評量,所獲資料對於解釋學生成就表現具有一定的效力,本研究選擇TIMSS 2003年台灣八年級學生、教師及行政人員的調查結果,分析學校教師與行政人員對於學校領導效能的知覺,並檢驗學校領導效能對於八年級學生數學學習成就的影響。本研究主要發現為:一、國中學校教師與行政人員知覺的學校領導效能多介於普通和高之間,且後者所知覺的程度顯著高於前者;二、在控制學生背景因素的影響後,有效的領導效能會提升八年級學生的數學表現;三、其中,又以教師知覺的領導效能對學生成就產生的影響,勝過由行政人員評比的效能之影響。根據上述結果,本研究建議未來在探討學校領導成效時,應關注學校中不同利害團體的看法;學校領導者應思考如何發揮最大的領導效能,以滿足不同利害團體的需求,尤其是教師群體,他們對於學校效能滿意程度愈高時,愈能直接且有效地提升學生的學習成就。
英文摘要 School leadership is considered as a key factor in student performance. The concept, however, has seldom been examined in Taiwan, due to the lack of national dataset for student achievement in the past. This study utilized data from the Trends in International Mathematics and Science Study 2003 (TIMSS 2003) to investigate how the teachers and administrators perceived the effectiveness of school leadership, and to examine the impact of leadership on mathematics achievement of 8th graders in Taiwan. The results indicated that the effectiveness of school leadership perceived by teachers differed from administrators, and the latter tended to rate it more positively. In addition, after controlling several confounding variables, the school leadership did significantly influence students’ mathematic achievement; the leadership perceived by teachers had stronger impact than that from administrators. Discussions and suggestions based on these findings were also included at the end of the paper.
頁次 107-130
關鍵詞 國際數學與科學教育成就趨勢調查 數學學習成就 學校領導 Mathematics achievement School leadership Trends in international mathematics and science study TIMSS TSSCI
卷期 11:2
日期 200805
刊名 教育政策論壇
出版單位 國立暨南國際大學教育政策與行政研究所