國民小學校長知識領導模式建構之研究

Abstract

本研究旨在發展國民小學校長知識領導的層面與內涵，並建構國民小學校長知識領導模式，所採用的研究方法主要包括德懷術與焦點團體法，主要的研究工具係採自編之「國民小學校長知識領導模式建構調查問卷」，並由15位專家學者組成德懷術小組，進行3個回合的德懷術調查研究，再透過焦點團體座談，以確認國民小學校長知識領導模式的適切性與應用價值。綜合研究結果分析與討論，本研究歸納出以下結論：一、國民小學校長知識領導模式之內涵可包含情境分析、角色任務、促動要素、行動策略、轉化執行、效能和反思等七大層面，將其命名為「CREATER」模式。二、國民小學校長知識領導模式中各層面所包含內容具有適切性。三、本研究所建構之國民小學校長知識領導模式具有周延性和創新性。根據上述結論，本研究針對教育行政機關與國民小學進一步提出相關建議。

The primary purposes of this study were to examine the dimensions and contents of knowledge leadership and to construct a knowledge leadership model for elementary principals. In the study, a comprehensive review of the knowledge leadership literature was provided, and the Delphi technique and focus groups were employed to verify the appropriateness of the new knowledge leadership model and its practical applicability. First, it was concluded that a knowledge leadership model for elementary principals should include seven dimensions: context analysis, roles and tasks, enablers, action strategies, transformation, effectiveness, and reflection; the model was therefore named “CREATER.” Furthermore, all items in each dimension of the knowledge leadership model must clearly be appropriate, and a valid knowledge leadership model must be comprehensive and innovative. Finally, some suggestions are offered to educational administration agencies and elementary schools.