國家教育研究院

　　本研究旨在發展國民小學教師知識領導指標系統的向度及項目；建構適切的國民小學教師知識領導指標；確立國民小學教師知識領導指標系統的相對權重；並且探討國民小學教師知識領導的實際作為。 為達成上述目的，本研究除了進行文獻分析外，主要採用訪談、焦點團體座談、德懷術及相對權重問卷調查等方法；其中文獻分析，係就國內外教師知識領導指標相關文獻予以蒐集、分析與歸納整理；訪談法、焦點團體座談主要用以徵詢學者專家與實務工作者，對國民小學教師知識領導指標系統及實際作為的意見與看法；德懷術及相對權重問卷調查主要在建構及確立國民小學教師知識領導指標系統。獲得的結論主要有：1.發展國民小學教師知識領導指標系統之五個向度及十五個項目；2.建構適切的國民小學教師知識領導指標共四十個；3.國民小學教師知識領導指標系統之向度層級以「提升教師專業知能」及「促進學生有效學習」權重值最高；4.國民小學教師在知識領導各向度均有實際作為的展現。

　　The main purposes of this research are to develop the dimensions and items of indicators system of teachers’ knowledge leadership of elementary schools, to construct appropriate indicators of teachers’ knowledge leadership of elementary schools, and to establish relative weights of indicators system of teachers’ knowledge leadership of elementary schools. Furthermore, it explores practical actions of teachers’ knowledge leadership of elementary schools. To achieve the purposes, literature review, interview, focus group, the Delphi technique, and the questionnaire survey of relative weights will be employed. Literature review will be used to integrate and summarize researches on teachers’ knowledge leadership indicators. Interview and focus group will be conducted to consult experts' viewpoints about indicators system and practical actions of teachers’ knowledge leadership of elementary schools. The Delphi technique and the questionnaire survey of relative weights will be administered to construct indicators system of teachers’ knowledge leadership of elementary schools. The conclusions of this research are as follows: 1. Indicators system of teachers’ knowledge leadership of elementary schools is basically comprised of five dimensions and fifteen items. 2. There are forty appropriate indicators of teachers’ knowledge leadership of elementary schools. 3. The highest weight dimensions of indicators system of teachers’ knowledge leadership of elementary schools are “enhancing teachers’ professional knowledge and ability” and “promoting students’ effective learning”. 4. Teachers have practical actions in five dimensions of teachers’ knowledge leadership in elementary schools.