國家教育研究院

本研究旨在探討國民中學學習領域召集人正向領導、教師教學省思與創新教學成效的關係，並且運用中介效果模式，分析三者之間的關聯性。為達成上述目的，本研究採用問卷調查法，以臺灣地區60所國中之741位教師為樣本，運用積差相關及結構方程模式進行統計分析；獲得如下結論：1.學習領域召集人正向領導、教師教學省思與創新教學成效間呈現顯著正相關；2.學習領域召集人正向領導對教師教學省思及創新教學成效的影響有顯著直接效果，教師教學省思對創新教學成效的影響亦有顯著直接效果；3.學習領域召集人正向領導會透過整體教師教學省思之中介作用，正面影響創新教學成效。

The main purposes of this research are to explore the relationships among learning areas leaders’ positive leadership, teachers’ teaching reflection and innovative teaching effectiveness in junior high schools, and to analyze the relationships among three variables by using mediated-effects model. To achieve the purposes, this research adopted questionnaire survey. The samples were 741 teachers selected from 60 junior high schools. Collected data were analyzed by SPSS/PC to conduct product-moment correlation and structural equation modeling. The conclusions of this research are as follows: 1. There are significant and positive relationships among learning areas leaders’ positive leadership, teachers’ teaching reflection and innovative teaching effectiveness. 2. Learning areas leaders’ positive leadership has significant direct effects on teachers’ teaching reflection and innovative teaching effectiveness, and teachers’ teaching reflection has significant direct effect on innovative teaching effectiveness. 3.Tested by mediated-effects model, it was found that learning areas leaders’ positive leadership has significant indirect effects on innovative teaching effectiveness mediated by teachers’ teaching reflection.