National Academy for Educational Research

　　國教院校長儲訓課程這近年來在研究帶動下改變甚多，亦試圖擺脫傳統研習課程的框架，朝向候用校長真正需求的職能來發展與設計課程，但發展至今，其可能的盲點與限制有三: (一)課程模組的系統性問題，(二)師資的結構問題，(三)缺乏追蹤成效的問題。亟需展開新一波的成效評估研究，提供前瞻且具建設性的課程精進方向。簡言之，本計畫研究目的有三: (一)深入剖析課程模組的系統性問題，並提供改進課程模組的方向。(二)深入剖析師資的結構問題，並提供改進師資結構的方向。(三)深入剖析追蹤成效調查結果，並提供日後追蹤成效具體作法。期建立長期追蹤的課程成效評估機制，網羅優秀、長期穩定的師資人才，為國家建立校長培訓特色品牌課程。

　　The candidate principal training program of NAER, which has improved a lot with recent researches and intended to get rid of the traditional learning framework meeting the needs of the learners’ needs, however still has possible blind spots and limitations as follows: (1) the systematic problems of the curriculum modules, (2) the problems of lacking follow-up evaluation. Therefore, there is an urgent need for an advanced forward-looking research project. In short, the purposes of this project are to: (1) further analyze the systemic problems of the course module, and the establishment of a new module of the world-class program. (2) further analyze the problems of teacher structure, and provide directions to improve the curriculum module. Design-based research (DBR) and principal's online questionnaire tracking survey are employed.
　　First, the main findings of module design are as follows: (1) The new modules solve the lack of practicality of the original training framework. (2) The new modules solve the lack of vertical depth of the original training course. (3) The new modules solve the lack of horizontal coherence of the original training course. (4) The new modules solve the lack of connectivity between the original training course and professional functions. (5) The new modules are leadership and school development, regulations and risk management, curriculum and teaching leadership, pro-teachers and public relations, and student and study quality assurance.?
　　Second, the main findings of the follow-up investigation are as follows: (1) According to the results of the IPA analysis of the eight-stage evaluation of the mixed learning, the current module is in addition to telling me that some of the other seven stages must be prioritized. (2) The principals of the middle school stage think that the importance of guiding me is higher than that of the principal of the national stage. (3) There is no difference between the candidate principals of different background variables in hope for success motivation and avoidance motivation. (4) There are differences in the assessment of the number of examinations and the current principals who are currently working on different jobs, in terms of satisfaction with current work and the benefits of obtaining a candidate for principal. (5) Individual work achievement motivation significantly affects the satisfaction of current work, and the importance and performance of the course significantly affects the willingness to recommend others to participate in the training course of the National Academy of Education, and will be willing to return to the National Academy of Education to study the relevant courses and obtain the qualifications of the candidate.
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