The study of the relationship among principals' curriculum leadership, teachers' professional development and teachers' teaching effectiveness in junior high schools in Taipei City

本研究旨在瞭解臺北市國民中學校長課程領導、教師專業發展與教師教學效能之關係之現況，分析不同背景變項之教師對於校長課程領導、教師專業發展與教師教學效能之差異情形，並研究三者之間的關係，最後分析臺北市國民中學校長課程領導與教師專業發展對教師教學效能之預測力。 本研究採問卷調查法，共計抽樣41所國民中學，發出520份問卷，回收376份有效問卷，問卷有效率達71%，問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸分析等統計方法進行統計分析。 根據資料分析與討論的結果，本研究之研究結果如下： 一、臺北市國民中學教師知覺校長課程領導、教師專業發展與教師教學效能皆屬為中高程度。 二、臺北市國民中學教師因其背景變項不同，對校長課程領導、教師專業發展與教師教學效能知覺程度不同。 三、臺北市國民中學校長課程領導、教師教學專業發展與教師教學效能整體及各分層面間具有正相關。 四、臺北市國民中學校長課程領導與教師專業發展對教師教學效能具有預測力，以教師專業發展的預測力最佳。 本研究依據校長課程領導、教師專業發展與教師教學效能相關結論，提供教育行政機關、學校教育人員建議，以做未來教育施政、後續研究之參考。The purpose of this study is to investigate the status of principals’ curriculum leadership, teachers’ professional development and teachers’ teaching effectiveness in junior high schools of Taipei city, analyze the differences from teachers with different background variables, and to explore the relationship between the three items. Lastly, we can predict teachers’ teaching effectiveness by principals’ curriculum leadership and teachers' professional development. A questionnaire survey was adopted in this study, and the questionnaires were distributed to 520 teachers who were from 41 different junior high schools in Taipei city. Finally, there were 367 valid questionnaires used in the statistical analysis, and the effective response rate was 71%. The data were analyzed by descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1.The perceptions about principals' curriculum leadership, teachers’ professional development and teachers' teaching efficacy from junior high school teachers in Taipei city are mid-high level. 2.With junior high school teachers in Taipei city of different background variables, the degrees of consciousness toward principals' curriculum leadership, teachers’ professional development and teachers' teaching efficacy were statistically significant. 3.The correlation between principals' curriculum leadership, teachers’ professional development and teachers' teaching efficacy of Taipei city are medium and positive. 4.Both principals' curriculum leadership and teachers’ professional development of junior high school in Taipei city have a predictive effect on teachers’ teaching effectiveness, and the latter has a higher predictive effect. According to the conclusions above, the suggestions are proposed for educational administrative institutions, school administration, and further related research