校長知識領導、教師專業發展與學校智慧資本關係之研究

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(1)1. ഏ‫م‬ਙएՕᖂψඒߛፖ֨෻ઔߒω 2014 ‫ ڣ‬12 ִΔ37 ࠴ 4 ཚΔ଄ 1-30 DOIʳ 10.3966/102498852014123704001. ७‫ۢܜ‬ᙊᅳጱăିर૞ຽ൴णᄃጯ७ംᇊ ྤώᙯܼ̝ࡁտ છფဂ*! ླྀຐ๔**. ᄢ! ौ. ‫ء‬ઔߒ‫׌‬૞‫ؾ‬ऱ‫ڇ‬൶ߒഏ‫ا‬՛ᖂீ९वᢝᏆᖄΕඒஃറᄐ࿇୶ፖᖂீཕᐝᇷ ‫ء‬հᒵࢤ࿨ዌᣂএΖ‫ء‬ઔߒආ‫ش‬ം࠴ᓳ਷ऄΔ‫א‬ፕ‫ؑק‬Εᄅ‫ؑק‬ፖഗၼؑ48ࢬֆ‫م‬ ഏ‫ا‬՛ᖂඒஃ੡ઔߒኙွΖം࠴ᓳ਷࿨࣠ආ‫ش‬࿨ዌֱ࿓ᑓ‫ڤ‬ၞ۩։࣫Ζ‫׌‬૞࿇෼ፖ ࿨ᓵ‫ڕ‬ՀΚԫΕഏ‫ا‬՛ᖂψீ९वᢝᏆᖄωኙআၞψඒஃറᄐ࿇୶ωࠠ‫᧩ڶ‬ထऴ൷ ய࣠ΙԲΕഏ‫ا‬՛ᖂψඒஃറᄐ࿇୶ωኙ༼೏ψᖂீཕᐝᇷ‫ء‬ω‫᧩ڶ‬ထऴ൷ய࣠Ι ԿΕீ९वᢝᏆᖄ‫ױ‬ຘመᖞ᧯ඒஃറᄐ࿇୶հխտ‫ش܂‬Δၴ൷‫ٻإ‬ᐙ᥼ᖂீཕᐝᇷ ‫ء‬Δۖኙࠡ‫ܗࢬڶ‬墿Ζ‫ء‬ઔߒࠀ༼‫נ‬ઌᣂ৬ᤜΔ‫ڶࠎא‬ᣂඒߛ໢‫ۯ‬೶‫ە‬Ζ. ᜰᗤຠȈ ਠߏ‫ޕ‬᛽ሦᏤǵ௲ৣ஑཰ว৖ǵᏢਠඵችၗҁ. *. છფဂǺ୯ҥࡹ‫ݯ‬εᏢ௲‫ػ‬Չࡹᆶࡹ฼ࣴ‫܌ز‬௲௤ ླྀຐ๔Ǻᆵчѱࡹ۬௲‫ֽػ‬Ꮲ߻௲‫ࣽࣽػ‬঩ ႝηແҹǺ99171006@nccu.edu.tw. **. ԏҹВයǺ2013.11.07ǹঅ‫ׯ‬ВයǺ2013.12.17ǹௗ‫ڙ‬ВයǺ2014.06.17.

(2) 2. Journal of Education & Psychology December, 2014, Vol. 37 No. 4, pp. 1-30. Examining the Relationships Among Principals’ Knowledge Leadership, Teachers’ Professional Development, and School Intellectual Capital Joseph M. Chin*ʳ Yong-Siang, Yang**. $EVWUDFW. The purpose of this study was to explore the linear structural relationships of principals’ knowledge leadership, teachers’ professional development, and school intellectual capital in the public elementary schools. Literature analysis and questionnaire survey were utilized in this study. Subjects from forty-eight public elementary schools in Taipei City, New Taipei City and Keelung City were randomly chosen in this study. Collected data were analyzed by structural equation modeling (SEM). The major findings of this study included: (1) Principals’ knowledge leadership had direct effect on teachers’ professional development in elementary schools. (2) Teachers’ professional development had direct effect on school intellectual capital in elementary schools. (3) Tested by the mediated-effects model, it was found that principals’ knowledge leadership had significant indirect effects on school intellectual *. Joseph M. Chin: Professor, Graduate Institute of Educational Administration and Policy, National Chengchi University ** Yong-Siang, Yang: Administrator, Preschool Education Section, Department of Education, Taipei City Government E-mail: 99171006@nccu.edu.tw Manuscript received: 2013.11.07; Revised: 2013.12.17; Accepted: 2014.06.17.

(3) 3. capital mediated by the teachers’ professional development of the public elementary schools. Based on the major findings, several related recommendations were made for the school administrators.. .H\ZRUGV principals’ knowledge leadership, development, school intellectual capital. teachers’. professional.

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(23) ਠߏ‫ޕ‬᛽ሦᏤǵ௲ৣ஑཰ว৖ᆶᏢਠඵችၗҁᜢ߯ϐࣴ‫ !ز‬23. (έ) मΨᒊӫਮߝ‫ޣ‬ᜋሴᏲᇄఀ ৱடཾี৤ȂоಣᑖᏰਮස ኋၥҏ. ᏆᖄΕඒஃറᄐ࿇୶ፖᖂீཕᐝᇷ‫֗ء‬ ࠡ‫ܓ‬୭ᣂএԳࢬवᤚऱԫ֊Ζ 2. ઔߒֱऄ෗‫֏ٽ‬. ீ९ᚨ‫ך‬ኔᏆᖄव౨Εᖿᚐ‫ګ‬୉. ‫ء‬ઔߒආ‫ش‬ം࠴ᓳ਷ऄΔ౨ᐖऑ. ᖂ฾ΔีᗨᖂீԳԺᇷ‫ء‬ΙՈᚨᖞ‫ٽ‬व. ፦ႃ‫ீٺ‬ᇷறΔ‫ڇ‬ઔߒඒߛ෼ွհຏঞ. ᢝᇷᄭΕ୶෼໌ᄅ۩೯Δีᗨᖂீ࿨ዌ. ᏅࠠᚌႨΖ‫ڼ‬ጟઔߒֱऄ᥽֗Աኔᐛᇷ. ᇷ‫ء‬Ιٍᚨআၞ‫܂ٽ‬։ࠆΔีᗨᖂீᣂ. றᒤᡱऱᐖ৫Δ‫܀‬ਢփොऱ෡৫ࡸ‫ޓױ‬. এᇷ‫ء‬ፖᖂீԳԺᇷ‫ء‬Ζࠡ‫ڻ‬Δ‫ீڇ‬९. ‫ף‬ൎ֏Ζ‫ڼڂ‬Δ‫ࠐآ‬ઔߒೈԱ‫ױ‬ආം࠴. ༼ଠवᢝᏆᖄհᎾΔ‫ؘ‬ႊ֧Ꮖඒஃ壄ၞ. ᓳ਷ऄ‫ڼ‬࿛ၦ֏ֱऄհ؆Δٍ‫ױ‬ଫආᔆ. ᖂઝव౨Εඒߛറᄐव౨Εඒߛറᄐ壄. ֏ֱऄΔ壆‫ڕ‬๶ᓫᓳ਷ऄΕྡྷរቸ᧯ஆ. 壀ΔদཬᖂீԳԺᇷ‫ء‬ΙՈႊ෡֏ඒஃ. ᓫΕ೶ፖᨠኘ࿛Δ‫܂‬෗‫ٽ‬ઔߒΖ‫ڼ‬؆Δ. ຏ‫ش‬व౨ΔদཬᖂீԳԺᇷ‫ء‬Εᖂீ࿨. ၦ֏ֱऄՈլওૻ࣍ം࠴ᓳ਷ऄΔૉ‫آ‬. ዌᇷ‫ء‬ፖᖂீᣂএᇷ‫ء‬ΖངߢհΔீ९. ࠐีᗨ᠆༄ऱ֮᣸Δٍ‫ױ‬ၞ۩৵๻։. ᚨ༼ଠवᢝᏆᖄ‫ีא‬ᗨᖂீཕᐝᇷ‫ء‬Δ. ࣫Δൕֲ࣏ऱઔߒࠩ‫ء‬ઔߒԯ۟৵ᥛઔ. ٍႊຘመඒஃറᄐ࿇୶ࠐদཬᖂீཕᐝ. ߒհઔߒ࿨࣠Δ٦‫ڻ‬ၞ۩։࣫ፖ᧭ᢞΔ. ᇷ‫ء‬Δၞۖ༼֒ᖂீऱඒᖂ‫ګ‬யΕ٥‫ٵ‬. ‫ࡳؘ‬౨ᛧી‫᠆ޓ‬ጚऱઔߒ࿨ᓵΖ. ᏝଖፖᤁञᚌႨΖ. (Ѳ)ᄇҐ‫ـं៉ࡣپ‬Ϟ࡚ដ. 3. ઔߒՠࠠ໌ᄅ֏ ഏփ‫ؾ‬ছբດ‫ޡ‬࿇୶ԫࠄඒߛᇷ. 1. ઔߒኙွឩՕ֏. ற஄Δ壆‫ڕ‬ፕ᨜೏࿛ඒߛᖞ‫ٽ‬ᇷற஄. ‫ء‬ઔߒಾኙֆ‫م‬ഏ‫ا‬՛ᖂऱீ९. ΰ TIPED αΕ ፕ ᨜ ஃ ᇷ ഛ ߛ ᇷ ற ஄. वᢝᏆᖄΕඒஃറᄐ࿇୶ፖᖂீཕᐝᇷ. ΰTTEDαΕፕ᨜ඒߛ९ཚಳ᠋ᇷற஄. ‫ء‬ၞ۩ԱᇞΔ‫آ‬ലഏ‫ا‬խᖂΕ೏్խ. ΰTEPSα࿛Δ‫ࠐآࠎױ‬ઔߒृ೶‫ە‬Ζ. ᖂΕ೏࿛ඒߛΕࠡ‫ה‬ᣊীᖂீ֗ߏ‫م‬ᖂ. ‫ڼ‬؆Δૉ඿ଫආ๶ᓫᓳ਷ऄΔ‫ױ‬ආ‫ش‬. ீ౏੡ઔߒኙွΖࠡ‫ڻ‬Δ‫ء‬ઔߒ‫א‬ඒஃ. MAXQDAຌ᧯։࣫๶ᓫດ‫ڗ‬ᒚΔᅝ‫ױ‬. ΰ‫׌‬ٚࢨิ९Ε్ٚඒஃΕઝٚඒஃα. ࠌᔆ֏ઔߒ‫ףޓ‬ઝᖂ֏Ζ. ࢬवᤚऱீ९वᢝᏆᖄΕඒஃറᄐ࿇୶ ፖᖂீཕᐝᇷ‫ء‬੡‫׌‬Δ‫آ‬ലீ९Ε୮ ९Εඒߛ۩ਙᖲᣂԳ୉࿛ࠡ‫ה‬ඒߛ‫ܓ‬୭ ᣂএԳ౏੡ઔߒኙွΖਚ‫ࠐآ‬հઔߒ‫ױ‬ ലઔߒኙွឩՕΔ‫ޓא‬Աᇞ‫ٺ‬ၸ੄ᖂ ீΕ‫ٺ‬ᣊীᖂீΕֆߏ‫م‬ᖂீீ९वᢝ. ୤ՃМᝦ ‫ࣔ׆‬ոΰ2005αΖඒஃ塄‫ګ‬હནፖᖂ‫س‬ᖂᄐ ‫ګ‬ᜎऱᣂຑࢤհઔߒΚ‫א‬ፕࣟᗼഏ՛ ն‫్ڣ‬੡ࠏΖᇃ‫ݍ‬σᏰఀ‫ى‬ᏰൢȂĲķ ΰ1αΔ35-68Ζ μWang, M. J. (2005). The relationship between.

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(25) ਠߏ‫ޕ‬᛽ሦᏤǵ௲ৣ஑཰ว৖ᆶᏢਠඵችၗҁᜢ߯ϐࣴ‫ !ز‬25. ‫ޕ‬ഏ‫ٱ‬ΰ2013αΖਮߝ‫ޣ‬ᜋሴᏲᇄఀৱடཾ ี৤ᜰ߽Ϟं‫ـ‬Ȉоࡎ‫ݍ‬ᑪ୽ҕωᏰ ࣏‫ٽ‬ΰ‫נآ‬ठհጚՓᓵ֮αΖഏ‫م‬ৠࣟ ඒߛՕᖂΔৠࣟᗼΖ μLee, K. Y. (2013). A study on relationships between principals’ knowledge leadership and teacher professional development: Take the elementary schools in Pingtung County as examples (Unpublished master’s thesis). National Pingtung University of Education, Pingtung County, Taiwan.ν. ‫ޕ‬ཉոΕ‫ا܇‬ኑΰ2005αΖषᆖ‫ۯچ‬Ε֫ߩ ᑇ‫ؾ‬Ε୮அඒߛᇷᄭፖඒߛ‫ګ‬༉࿨ዌ ᣂএᑓ‫ڤ‬հ᧭ᢞΚ‫א‬TEPSᇷற஄ᇷற ੡ࠏΖᇃᢊఀ‫ོޥى‬Ᏸं‫ـ‬ȂĶΰ2αΔ 1-48Ζ μ Lee, D. R., & Yu, M. N. (2005). The verification of a structural equation model on SES, siblings, household education resources and educational achievement: Using the empirical data of the 2001 TEPS. Taiwan Journal of Sociology of Education, 5(2), 1-48.ν. ࣥᄅ࿇Ε‫ߐ׆‬ੳΕ٘ߐᓊΕ႓ટᨶΕᔥఆ ߐΕᠱ‫॑ڕ‬ΰ2008αΖ୽ҕωᏰਮߝ‫ޣ‬ ᜋሴᏲȃᏰಬ‫ޥ‬တᄇᏰਮഺཱིငᕊਝ ૖ኇ៪Ϟं‫ـ‬ȈоᇃᢊѕഋӴୢѲᑪ ѿ࣏‫ٽ‬ȞŊȟΖ۩ਙೃഏ୮ઝᖂࡡ୉ᄎ റ ᠲ ઔ ߒ ૠ ྽ ΰ NSC96-2413-H-152002α Ζፕ‫ؑק‬Κഏ‫م‬ፕ‫ק‬ඒߛՕᖂΖ μLin, H. F., Wang, X. L., Jhong, X. L., Huang, C. L., Deng, P. X., & Yan, R. F. (2008). A study on the impact of elementary school principals’ knowledge leadership and learning community toward effectiveness of school innovation management: Taking the four counties of northern Taiwan for example (I). National Science Council Research Project (NSC96-2413-H-152002). Taipei: National Taipei University of Education.ν. ਜࠕ॑ΰ2010αΖ୽ҕωᏰਮߝ‫ޣ‬ᜋሴᏲȃ ఀৱᏰಬМϽᇄఀৱடཾี৤Ϟं‫ـ‬ ΰ‫נآ‬ठհ໑Փᓵ֮αΖഏ‫م‬խ‫إ‬Օ ᖂΔቯᆠᗼΖ. μShih, P. F. (2010). A study on relationships among principals’ knowledge leadership, teachers’ learning culture, and teachers’ professional development (Unpublished doctoral dissertation). National Chung Cheng University, Chiayi County, Taiwan.ν. ఻ኄᆢΰ2013αΖఀ‫ى‬ሴᏲ౩፣ᇄᔖҢΰԲ ठαΖፕ‫ؑק‬ΚնতΖ μChin, J. M. (2013). Educational leadership: Theory and application (2nd ed.). Taipei, Taiwan: Wunan.ν. ൈᗊ‫د‬ΰ2011αΖᇃѕѿ୽ҕωᏰਮߝ‫ޣ‬ᜋ ሴᏲᇄఀৱடཾี৤Ϟं‫ـ‬ΰ‫נآ‬ठ հጚՓᓵ֮αΖഏ‫م‬ਙएՕᖂΔፕ‫ק‬ ؑΖ μ Kang, Y. Y. (2011). Research on the relationships between principals’ knowledge leadership and teacher professional development of elementary schools in Taipei City (Unpublished master’s thesis). National Chengchi University, Taipei, Taiwan.ν. ຫॼ⺓ΰ2009αΖਮߝఀᏰຜᏲȃఀৱ‫ޣ‬ᜋ Ϸ‫ٴ‬ᇄఀৱடཾี৤ᜰ߽Ϟं‫ـ‬Ȉо ࡎ‫ݍ‬ᑪ୽ҕωᏰ࣏‫ٽ‬ΰ‫נآ‬ठհጚՓ ᓵ֮αΖഏ‫م‬ৠࣟඒߛՕᖂΔৠࣟᗼΖ μ Chen, T. Y. (2009). A study of relation between principal’s supervision of instruction, teacher’s knowledge sharing and teacher’s professional development (Unpublished master’s thesis). National Pingtung University of Education, Pingtung County, Taiwan.ν. ຫ৖ᚊΕᄘᎬᘋΰ2006αΖഏ‫ا‬խ՛ᖂඒஃ ‫៭ڇ‬ၞଥᜎயေ۷ਐᑑհ൶ಘΚཕᐝ ᇷ‫ء‬࿨‫ؓٽ‬ᘝૠ։‫׬‬ᨠរհᚨ‫ش‬Ζፕ ፕ ‫ݍ‬σᏰఀ‫ى‬ᏰൢȂĲĸΰ1αΔ107-131Ζ μ Chen, W. L., & Yang, Y. H. (2006). Performance evaluation index of on-job teacher continuing education in junior high and elementary schools: A proposed system integrating intellectual capital and balanced scorecard. NTTU Educational Research Journal, 17(1), 107-131.ν.

(26) 26! ௲‫ػ‬ᆶЈ౛ࣴ‫ !ز‬37 ‫ ڔ‬4 ය. ພඕୠΰ2010αΖᇃѕᑪ୽ҕωᏰਮߝ‫ޣ‬ᜋ ሴᏲᇄఀৱடཾี৤ᜰ߽Ϟं‫ـ‬ΰ‫آ‬ ‫נ‬ठհጚՓᓵ֮αΖഏ‫م‬ፕ‫ק‬ඒߛՕ ᖂΔፕ‫ؑק‬Ζ μ Kuo, M. C. (2010). A study on the relationship between elementary school principals’ knowledge leadership and teachers’ professional development in Taipei County (Unpublished master’s thesis). National Taipei University of Education, Taipei, Taiwan.ν. ም࢘ᙘΰ2010αΖ୽ҕϛωᏰਮߝ‫ޣ‬ᜋሴᏲ ᇄᏰਮසኋၥҏᜰ߽Ϟं‫ـ‬ΰ‫נآ‬ठ հጚՓᓵ֮αΖഏ‫م‬ᄅ‫ێ‬ඒߛՕᖂΔᄅ ‫ؑێ‬Ζ μZou, J. J. (2010). A study of the relationships between principals’ knowledge leadership and school intellectual capital in the elementary and junior schools (Unpublished master’s thesis). National Hsinchu University of Education, Hsinchu, Taiwan.ν. Ꮵࠋᔃΰ2010αΖ୽ҕϛωᏰᏰਮසኋၥҏ ᇄᏰਮഺཱིငᕊਝ૖ᜰ߽Ϟं‫ـ‬ΰ‫آ‬ ‫נ‬ठհጚՓᓵ֮αΖഏ‫م‬ᄅ‫ێ‬ඒߛՕ ᖂΔᄅ‫ؑێ‬Ζ μLiu, J. S. (2010). A study of the relationships between school intellectual capital and effectiveness of school innovation management in the elementary and junior schools (Unpublished master’s thesis). National Hsinchu University of Education, Hsinchu, Taiwan.ν. Ꮵഏ٢ΰ2008αΖൕԳԺᇷ‫ء‬ᨠរ൶ಘഏ՛ ඒஃ‫៭ڇ‬ၞଥࠫ৫ኔਜհംᠲΖ߆ጸ ఀ‫ى‬σᏰᏰൢȂĳĸΔ161-175Ζ μLiu, K. C. (2008). Study on the problems in the implementation of the in-job training system for elementary school teachers from the human capital perspective. Journal of National Hualien University of Education, 27, 161-175.ν. ᑰᐝੳΕ‫׆‬ᣝႆΕ១૊࿇Ε୪‫᧵ݳ‬Ε്ై ૣΕ്ᙔᕬΞᓐᛍ‫ڕ‬ΰ2004αΖഏ‫ا‬խ ՛ᖂඒஃඒᖂറᄐ౨Ժਐᑑհ࿇. ୶ Ζ ఀ ‫ ـ ं ى‬ၥ ଉ Ȃ Ĳĳ ΰ 4 αΔ 129168Ζ μPan, H. L., Wang, L. Y., Chien, M. F., Sun, Z. L., Chang, S. J., Chang, S. S., … Tsai, B. Z. (2004). Developing a profession competence indicator system for teachers of elementary schools and junior high schools. Educational Research & Information, 12(4), 129-168.ν. ᔤෘ٤Ε‫ڕߐޕ‬ΰ2010αΖഏ՛ඒஃิ៣ࢭ ᘭፖԳԺᇷ‫ء‬ᣂএհઔߒवᢝ։ ࠆ࿜ฃհխտய࣠ΖཱིԼఀ‫ى‬σᏰఀ ‫ى‬ᏰൢȂĳĸΰ1αΔ1-32Ζ μCheng, Y. C., & Lee, H. J. (2010). A study of relationship between elementary school teachers’ organizational commitment and human capital: The mediating effect of knowledge sharing strategies. Educational Journal of NHCUE, 27(1), 1-32.ν. ᘸ࠰‫ݳ‬ΰ2008αΖ୽ҕωᏰਮߝ‫ޣ‬ᜋሴᏲȃ ಢᙑᏰಬᇄᏰਮਝ૖ᜰ߽Ϟं‫ـ‬ΰ‫آ‬ ‫נ‬ठհ໑Փᓵ֮αΖፕ‫مؑק‬ඒߛՕ ᖂΔፕ‫ؑק‬Ζ μLai, H. C. (2008). A study on relationships among principals’ knowledge leadership, organization learning, and school effectiveness in elementary schools (Unpublished doctoral dissertation). Taipei Municipal University of Education, Taipei, Taiwan.ν. ᝔ႚശΕࣥᄅ࿇ΰ2011αΖ‫۬ڍ‬έӴϛωᏰ ਮߝ‫ޣ‬ᜋሴᏲȃᏰਮසኋၥҏᄇഺཱི ငᕊਝ૖ኇ៪Ϟं‫ـ‬Ȉоᇃѕѿȃΰ ੕ѿᇄॷ෫Ӵୢ࣏‫ٽ‬Ζ۩ਙೃഏ୮ઝ ᖂ ࡡ ୉ ᄎ റ ᠲ ઔ ߒ ૠ ྽ ΰ NSC992410-H134-001-MY2αΖᄅ‫ؑێ‬Κഏ‫م‬ ᄅ‫ێ‬ඒߛՕᖂΖ μHsieh, C. C., & Lin, H. F. (2011). The impact of elementary and secondary school principal’s knowledge leadership and school intellectual capital on effectiveness of school innovation management in Chinese region: Taking Taipei City, Shanghai City, Hong-Kong area for example. National Science Council Research Project (NSC99-2410-H134-001-.

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