HKIER

摘要

本研究主要探討台灣國小教師績效責任領導、教師專業學習社群與學生學業樂觀間的關係。透過調查533位國小教師，以分析教師績效責任領導與教師專業學習社群對學生學業樂觀的直接影響，以及教師績效責任領導透過教師專業學習社群對學生學業樂觀的中介影響。經由相關分析和結構方程模式等統計方法，發現教師績效責任領導、教師專業學習社群與學生學業樂觀現況良好，三者有顯著正相關；教師績效責任領導、教師專業學習社群對學生學業樂觀有直接影響；教師績效責任領導亦會藉由教師專業學習社群對學生學業樂觀產生間接影響。本研究建議教師宜運用績效責任領導，促進教師專業學習社群，進而提升學生學業樂觀。

關鍵詞：教師績效責任領導；教師專業學習社群；學生學業樂觀

Abstract

This study aimed to explore the relationship among elementary school teachers’ accountability leadership, teachers’ professional learning community, and students’ academic optimism in Taiwan. It investigated 533 elementary school teachers to analyze the direct effects of teachers’ accountability leadership and teachers’ professional learning community on students’ academic optimism, and the mediating effect of teachers’ accountability leadership on students’ academic optimism through teachers’ professional learning community. This study adopted statistical methods such as correlation analysis and structural equation modeling. Results showed that the current situations of teachers’ accountability leadership, teachers’ professional learning community and students’ academic optimism are positive. Significantly positive correlations among them were found. Teachers’ accountability leadership and teachers’ professional learning community directly influenced students’ academic optimism; teachers’ accountability leadership indirectly influenced students’ academic optimism through teachers’ professional learning community. This study suggests that teachers should apply accountability leadership, enhance teachers’ professional learning community, and further upgrade students’ academic optimism.

Keywords: teachers’ accountability leadership; teachers’ professional learning community; students’ academic optimism