<B1D0A87CA6E6AC46BB50B5FBC5B2BEC7A55AB2C43130B4C12E706466>

Size: px

Start display at page:

Download "<B1D0A87CA6E6AC46BB50B5FBC5B2BEC7A55AB2C43130B4C12E706466>"

梓夏侯
5 years ago
Views:

1 t tim@tmue.edu.tw derray@tmue.edu.tw

2 56 Journal of Educational Administration and Evaluation December, 2010, Vol. 10, pp The Relationship between Teacher Leadership of Mentor Teachers and Professional Learning Community in Taipei City Yi-Ku Ting Derray Chang Abstract The main purpose of this study is to explore the current situation of teacher leadership of mentor teachers and the professional learning community in Taipei City. The study uses the survey method. There were 274 subjects including mentor teachers and partner teachers in Taipei City. The instrument was The Teacher Leadership and Professional Learning Community Inventory. Data was analyzed by means, t test, and Linear Structural Relationship. The main findings of this study are as follows: (1)The degrees of teacher leadership of mentor teachers and professional learning community are at upper middle levels. (2)There are significant differences among teacher variables with regard to teacher leadership of mentor teachers. (3)No significant differences exist among teacher variables with regard to the professional learning community.(4)the professional learning community has positive and significant effects on the teacher leadership of mentor teachers. According to the research findings, this author proposes several suggestions for the implementation of teacher leadership and professional learning community and further studies. Keywords: mentor teacher, teacher leadership, professional learning community Yi-Ku Ting: Associate Professor/Graduate School of Educational Administration & Evaluation, Taipei Municipal University of Education Derray Chang: Professor/Graduate School of Educational Administration & Evaluation, Taipei Municipal University of Education tim@tmue.edu.tw; derray@tmue.edu.tw Manuscript received: ; Revised: ; Accepted:

3 57 Sergiovanni, 1991 Cranston, 2000 Barth 2001 Katzenmeyer Moller 2001 teacher leadership professional learning communityostmeyer, 2003 Astuto Clark Read McGree Fernandez 1993 professional community of learners Dewey 1938 DuFour, DuFour, & Eaker, 2005; Hord, 2004a Eaker, DuFour, & DuFour, 2002; Philips, 2003; Strahan, 2003 Patterson 2003 Patterson, 2003 Jackson, 2009

4 Muijs & Harris, 2007 Pellicer & Anderson, Katzenmeyer & Moller, Leithwood & Jantzi, 2000; Muijs & Harris, 2007; Williams, Williams, 2003 Katzenmeyer & Moller, 2001; Muijs & Harris, Donaldson, 2001; Muijs & Harris, 2007 Katzenmeyer Moller 2001 Dickerson 2003 Katzenmeyer Moller (1) (2) (3) (4)(5) (6) (7) Kruse & Louis, DuFour & Eaker, 1998; Hord, 2004a,

5 b DuFour & Eaker, 1998; Hord, 2004a, 2004b; Kruse & Louis, DuFour & Eaker, 1998; Hargreaves, 2003; Hord, 2004a Hord, 2004b; Kruse, Louis, & Bryk, DuFour & Eaker, 1998 Kruse 1994 Hord 1997 Kruse 2007 Xie, 2008 Leogrande, 1995; Wynne, 2004 Hook, 2006 Johnson, 2007 Johnson, 2007; Leogrande, 1995 Leogrande, 1995 Johnson, 2007; Leogrande, ~ Whelan, 2002 Estes, 2009Phillips, 2009 Whelan, 2002; Wynne, Whelan, 2002; Wynne, Wynne, Fusco, 2001 Cheng, 2004; Willson, 2006 Bunker, 2008; Waters, Bunker, 2008; Croasmun, 2007; Waters,

6 ~24 25~ ~10 11~20 21~30 30 Johnson-Estes, Jackson, 2009 Jackson, 2009 McCabe, 2007 Rasberry & Mahajan,

7 % %

8 62 Katzemeyer Moller 2001 Kruse Likert

9 ~ ~ ~.79.56~.78.52~.75.50~.68.55~.80.57~.67.50~ % ~.84.59~.79.55~ % 3. Cronbach SPSS 12.0 Amos 7.0

10 t 3 Amos ~ ~

12 ~ ~

13 67 2 t *p.05. **p ** *

14 68 3 t *p * ~ ~

16 t t

17 Bagozzi Yi = GFI RMSEA NFI RFI NNFI CFI IFI.90 PGFI PNFI CN

18 ~.95.45~ GFI RMR RMSEA.08~ AGFI NFI NNFI CFI RFI IFI PGFI PNFI CN /df ~ ~ (1 ) ~

19 73 8 N=274 λ X1 λ Y δ λ X2 λ Y δ λ X λ Y δ λ X λ Y δ λ X λ Y δ λ X λ Y δ λ X δ λ X δ λ X λ X δ λ X δ λ X δ λ X δ λ X δ λ X δ λ X δ λ Y δ p<.001.

20 74 8 (1) (2) X13 X14 X15 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X R 2 X

21 75 9 R 2 Y R 2 Y R 2 Y R 2 Y R 2 Y R 2 Y R 2 Y McCabe 2007Jackson 2009Rasberry Mahajan

22 76 2 X16 e16.57 X12 e X11 e X10 e X9 e X8 e X15 e X14 e X13 e Y1 e Y2 e Y3 e Y4 e Y5 e Y6 e Y7 e X7 e X6 e X5 e X4 e X3 e X2 e2.92 X1 e

24 78

25 79 (1) (2) (3)

26 Astuto, T. A., Clark, D. L., Read, A. M., McGree, K., & Fernandez, L. (1993). Challenges to dominant assumptions controlling educational reform. Andover, MA: Regional Laboratory for the Educational Improvement of the Northeast and Island. Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structure equation models. Academic of Marketing Science, 16, Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), Bunker, V. J. (2008). Professional learning communities, teacher collaboration, and student achievement in an era of standards based reform. Unpublished doctoral dissertation, Lewis and Clark College, Portland, Oregon. Cheng, H. (2004). Teacher learning about and with technology: Sharing, support, and stretching through a professional learning community. Unpublished doctoral dissertation, Michigan State University, East Lansing, Michigan. Cranston, N. C. (2000). Teachers as leaders: A critical agenda for the new millennium. Asia-Pacific Journal of Teacher Education, 28(2), Croasmun, J. (2007). The impact of a professional learning community on student achievement gains: A case study. Unpublished doctoral dissertation, University of North Carolina, Chapel Hill, North Carolina. Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi. Dickerson, P. L. (2003). Principal leadership style and the dimensions of teacher leadership in Texas public schools. Unpublished doctoral dissertation, Texas A & M University, College Station, Texas. Donaldson, G. A. (2001). Cultivating leadership in schools: Connecting people, purpose, and practice. New York: Teachers College Press.

27 81 DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: National Educational Service. DuFour, R., DuFour, R. B., & Eaker, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Education Service. Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: National Education Service. Estes, K. R. (2009). An analysis of the relationship between high school principals' perception of teacher leadership behaviors and school performance, Unpublished doctoral dissertation, Tarleton State University, Stephenville, Texas. Fusco, M. A. (2001). The study of shaping organizational culture and providing structures to support professional learning communities in elementary schools. Unpublished doctoral dissertation, University of Pittsburgh, Pittsburgh, Pennsylvania. Hargreaves, A. (2003). Teaching in the knowledge society. New York: Teacher College Press. Hook, D. P. (2006). The impact of teacher leadership on school effectiveness in selected exemplary secondary schools. Unpublished doctoral dissertation, Texas A & M University, College Station, Texas. Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Hord, S. M. (2004a). Learning together, leading together: Changing schools through professional learning communities. New York: Teacher College Press. Hord, S. M. (2004b). Professional learning communities: An overview. In S. M. Hord (Ed.), Learning together, leading together: Changing school through professional learning communities (pp. 5-14). New York: Teachers College Press. Jackson, B. L.(2009). The impact of a professional learning community initiative on the role of teacher-leaders. Unpublished doctoral dissertation, Boston College, Boston, Massachusetts. Johnson, R. J. (2007). Teacher leadership: A case study of an elementary principal. Unpublished doctoral dissertation, Capella University.

28 82 Johnson-Estes, L. L. (2009). An analysis of the relationship of professional learning community implementation in Texas high schools and student achievement. Unpublished doctoral dissertation, Tarleton State University, Stephenville, Texas. Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, CA: Corwin. Kruse, S. D., & Louis, K. S. (1993). An emerging framework for analyzing school-based professional community. (ERIC Document Reproduction Service No. ED358537). Kruse, S., Louis, K. S., & Bryk, A. S. (1994). Building professional community in schools. Issues in Restructuring schools. Madison, WI: Wisconsin Center for Education Research. Retrieved September 12, 2008, from SPRING_1994.pdf Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership & Management, 20(4), Leogrande, C. J. C. (1995). Teacher leadership: Bridging two worlds. Unpublished doctoral dissertation, Syracuse University, Syracuse, NY. McCabe, K. C. (2007). The emergence of elementary school school teacher leadership through the process of becoming a professional learning community in a rural area of New Hampshire: One group s story. Unpublished doctoral dissertation, Capella University, Minnesota. Muijs, D., & Harris, A. (2007). Teacher leadership in action. Educational Management Administration & Leadership, 35(1), Ostmeyer, C. J. (2003). Professional learning community characteristics: A study from a district perspective. Unpublished doctoral dissertation, Texas A&M University, College Station, Texas. Patterson, D. J. (2003). Teachers leading and changing: Case studies of teacher leadership in large-scale reform. Unpublished doctoral dissertation, University of Toronto, Toronto, Canada. Pellicer, L. O., & Anderson, L. W. (1995). A handbook for teacher leaders. Thousand Oaks, CA: Corwin Press. Phillips, D. R. (2009). Quantitative study of the correlation of teacher leadership and teacher self-efficacy on student reading outcomes. Unpublished doctoral dissertation, University of Phoenix, Arizona.

29 83 Philips, J. (2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), Rasberry, M. A., & Mahajan, G. (2008). From isolation to collaboration: Promoting teacher leadership through PLCS. Carolina: Center for Teaching Quality. Sergiovanni, T. J. (1991). The principalship: A reflective practice perspective. Boston: Allyn & Bacon. Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal, 104(2), Waters, C. D. (2009). Case study: Teacher perceptions of professional learning communities in an elementary school setting. Unpublished doctoral dissertation, Walden University, Minnesota. Whelan, N. B. (2002). School culture and the potential for teacher leadership perceived by principals and teachers in New Jersey elementary schools. Unpublished doctoral dissertation, Seton Hall University, South Orange, NJ. Williams, J. S. (2003). Why great teacher stay. Educational Leadership, 60(8), Willson, M. S. (2006). Examining professional learning community factors related to educators receptivity to professional development. University of Wisconsin, Madison, Wisconsin. Wynne, S. M. (2004). A study of the relationships between teacher leadership and school culture in secondary schools within the Eastern School District on Prince Edward Island. Unpublished master s thesis, University of Prince Edward Island, Charlottetown, PE, Canada. Xie, D. (2008). A study of teacher leadership and its relationship with school climate in American public schools: Findings from SASS Unpublished doctoral dissertation, Western Michigan University, Michigan.

30 84

i

5 5 12 19 22 37 37 41 46 50 55 61 61 67 70 73 74 85 107 i 2-1.. 19 2-2.. 19 2-3.. 20 2-4.. 31 3-1 41 3-2 46 3-3 50 3-4 54 3-5 59 ii 2-1 7 2-2 15 2-3 30 iii empowerment 2002 1 1999 1998 Association for