大臺北地區中小學校長在職專業發展之研究

Abstract

本研究旨在瞭解大臺北地區中小學校長在職專業發展之情形。為達研究目的，本研究採用問卷調查法，並根據文獻編製「中小學校長在職專業發展調查問卷」作為研究工具。本研究以大臺北地區（含臺北市、新北市）之公立中小學校長為研究對象，共計發放475份正式問卷，回收計365份，經初步篩選有效問卷364份，有效問卷回收率為77%。所得資料進一步以描述性統計、t考驗、單因子變異數分析、肯德爾和諧係數（w）進行分析處理，獲得結論如下： 壹、 中小學校長認同專業持續發展的重要，並且盡力實行。 貳、 女性中小學校長對於專業發展之落實程度較高。 參、 學歷為研究所以上之校長，在專業發展之落實程度上較高。 肆、 國小校長認為進行專業發展之重要程度，較高於國中校長。 伍、 行政制度規劃上缺少完善專業發展計畫及校長回饋系統，成為校長進行專業發展困境的首要因素。 陸、 專業發展課程實用程度不高，造成校長進行專業發展之困境。 柒、 校務繁忙時間不足，成為校長進行專業發展困境的重要因素。 捌、 行政機關應提供充足且適當之支持資源及建立校長專業學習網絡社群，以降低校長進行專業發展之阻礙。 玖、 課程安排應首重增加實務經驗交流之特性，並且加強課程內容與學校之事物相關性。 壹拾、 中小學校長可抱持熱情並藉由經驗交流，來面對專業發展困境。 最後，根據結論，研究者針對教育行政機關及校長個人及未來研究者提出建議，以供參考。This study aims to understand the professional development of school principals in service in Taipei area. To achieve the purpose, this study used questionnaires, and prepared according to the literature and used "the professional development of school principals questionnaire" as a research tool. In this study, the greater Taipei area （including Taipei, New Taipei City） in the public school principals for the study, a total of 475 copies of the official issuing questionnaires, total 365 copies, 364 valid questionnaires, the effective response rate was 77%. Further information obtained by descriptive statistics, t-test, one way ANOVA, Kendall coefficient of concordance （w） for analysis and processing, obtained the following conclusions:

1. The school principals agree with the importance of continuing professional development and have endeavored to implement. 2. The female school principals have a higher degree of implementation in the professional development. 3. The graduated and doctor principals can have better implementation than the bachelor principals . 4. The elementary school principals think that the professional development is important, and the degree of important is higher than the junior high school principals. 5. Lacking of administrative system and the system for principal feedback become the primary factor of principals for professional development difficulties. 6. The low practical courses for professional development causes difficulties for principal professional development. 7. Not having enough time has to become the most important factor of principals’ professional development difficulties. 8. Administrative authority shall provide adequate and appropriate support resources and establish the principal professional learning online communities to reduce the principal professional development obstacles. 9. The curriculum should be enhanced the practical characteristic and strengthened the relation of school. 10. School principals can make themselves have the enthusiasm and sharing the experience to solve the professional development difficulties.

After all, referent advices deduced from the study will be provided for the education administration authorities, principals and the future study.