國民小學校長教學領導、教師協作及教師自我效能對教師專業發展活動參與之多層次研究 -以TALIS 2018臺灣為例

<p>本研究主旨在探討國小校長教學領導、教師協作及教師自我效能對教師專業發展活動參與的影響，並以教師協作及教師自我效能為中介變項，探討校長教學領導透過教師協作對教師專業發展活動參與的影響以及教師協作透過教師自我效能對教師專業發展活動參與的影響，此外，再以校長教學領導為調節變項，探討校長教學領導在教師自我效能與教師專業發展活動參與間的調節效果。研究對象為參與TALIS 2018調查的臺灣國民小學的校長與教師，共200位校長及3494位教師，並運用階層線性模式(HLM)來進行多層次分析，探討教師層次與學校層次變項對教師專業發展活動參與的影響。研究結果發現：一、教師自我效能對教師專業發展活動參與有直接影響；二、學校領導對教師專業發展活動參與有正向影響；三、教師專業合作對教師專業發展活動參與有正向影響；四、學校領導對教師協作有正向影響；五、教師協作對班級經營與課堂教學有正向影響；六、教師專業合作會透過課堂教學對教師專業發展活動參與產生間接影響；七、學校領導會在教師自我效能與教師專業發展活動參與間扮演調節的角色；八、校長領導會透過教師專業合作對教師專業發展活動參與產生間接影響。根據上述研究結果本研究提出相對應的研究建議。</p><p>This study aims to explore the influence of elementary school principals’ instructional leadership, teacher collaboration, and teacher self-efficacy on participation in professional development activities. With teacher collaboration and self-efficacy as mediating variables, it examines the effects of principals’ instructional leadership on teacher participation in professional development through collaboration and the impact of collaboration on participation via self-efficacy. Additionally, it investigates the moderating effect of principals’ instructional leadership on the relationship between teacher self-efficacy and professional development participation. The study focuses on principals and teachers from Taiwanese elementary schools participating in the TALIS 2018 survey, including 200 principals and 3,494 teachers. Hierarchical Linear Modeling (HLM) was employed for multi-level analysis to examine the influence of variables across teacher and school levels. The findings include: (1) Teacher self-efficacy directly influences participation in professional development activities; (2) School leadership positively impacts professional development participation; (3) Teacher collaboration has a positive effect on professional development participation; (4) School leadership enhances teacher collaboration; (5) Teacher collaboration positively affects classroom management and teaching practices; (6) Professional collaboration indirectly influences participation in professional development through classroom teaching; (7) School leadership moderates the relationship between teacher self-efficacy and professional development participation; and (8) Principals’ leadership indirectly affects participation through professional collaboration.</p>