| 關 鍵 詞： |
分布式領導；教與學國際調查；臺灣 |
| 中文摘要： |
隨著教育議題不斷變遷，校長須以更精進且專業的教育技術引領學校邁入新時代，本研究先文獻分析探討臺灣國小校長領導與分布式領導趨勢，接著透過臺灣國小校長與教師參與 2018年OECD「教與學國際調查」（TALIS）之調查結果進行描述性統計，瞭解臺灣國小校長分布式領導現況。研究發現臺灣國小校長目前透過行政領導、課程教學會議凝聚學校願景，且重視課程、教師教學與領導相關專業發展，並透過規劃新進教師參與有效能之導入活動營造信任文化，與團隊共享辦學權責，落實分布式領導。最後建議校長可透過培訓課程及在職進修機會強調分布式領導的意義與價值，並考量學校現況與教育目標有所權變，營造專業支持氛圍，凝聚組織向心力，鼓勵組織成員適時進修以充實專業技能，將分布式領導價值最大化。
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| 英文關鍵詞： |
distributed leadership；Taiwan；Teaching and Learning International Survey (TALIS) |
| 英文摘要： |
Constant changes in educational issues, the principal must lead the school into a new era with more advanced and professional educational technology. This study analyzes the trend of Taiwan’s elementary principals’ leadership and distributed leadership, and uses descript statistics on the survey results from the 2018 OECD “Teaching and Learning International Survey” (TALIS) of Taiwanese principals and teachers to understand the current situation of elementary principals distributed leadership. The findings indicate that the principal of Taiwan’s elementary school is currently through executive leadership, condense school vison by curriculum teaching conference, the curriculum and teacher teaching and leadership-related professional development are emphasized, and the trust culture is created by planning the new teachers to participate in the effective energy introduction activities, sharing the powers of running the school with the team, and implementing distributed leadership. The study recommends that the principal can emphasize the meaning and value of distributed leadership through training courses and on-the-job training opportunities, and consider the current situation of the school and the educational goals, create a professional support atmosphere, unite the organization’s centripetal force, and encourage the members of the organization to pursue professional training.
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| 目 次： |
壹、前言
貳、文獻探討
一、校長領導之價值
二、校長分布式領導之意義與內涵
三、TALIS 2018 簡介
參、研究設計與分析
一、研究對象
二、資料分析
三、校長分布式領導內涵與 TALIS 2018 年題目之對應
肆、研究結果與討論
一、國小校長透過校務經營會議建構清晰願景與共享學校權責
二、校長透過專業發展活動關注領導實踐以共享學校權責
三、校長與教師在學校氣氛中對分布式領導知覺現況
四、校長與教師透過導入式活動中對分布式領導知覺現況
伍、臺灣 TALIS 2018 年結果在校長分布式領導素質上的意義與政策建議
一、結論
二、校長分布式領導相關政策建議
三、未來研究發展建議
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