National Academy for Educational Research

　　國家教育研究院長久以來肩負各縣市政府委託國民中學與國民小學候用與在職校長培訓之重任，未來亦有計畫納入高中階段校長之培訓工作，為協助中小學侯用校長立足專業、永續成長，並應付當前複雜多變的教育環境，實有必要精進現有國教院中小學校長課程，並評估改革之成效。據此，本研究主要分為混成課程之設計與成效評估、數位評量之建構與成效評估、專業社群之發展與成效評估等三個部分，研究第一年（104.01-104.12）之目的為：1.設計與發展2門結合線上與實體之混成學習課程，試行運作及評估成效。2.研發評量工具，針對上述兩門課程，進行擬真情境題的腳本撰寫與拍攝。3.了解國中小在職校長專業研習班的社群運作過程與成效。研究第二年（105.01-105.8）之目的為：1.設計與發展2門混成學習課程，與前一年2門課程（共4門課程），結合擬真情境試題一同運作及評估成效。2.完成擬真情境試題的影片測試；並進行試題的預試、評估信效度與修正。3.發展適切的在職校長專業研習班學習社群之運作模式。主要研究方法為問卷調查法與焦點座談。

　　研究結論為：（一）混成課程設計方面：1.混成課程的實施有助候用校長專業能力的提升。2.混成課程受到候用校長的青睞與推薦。3.候用校長相當滿意混成課程，但也認為實施上仍有改進空間。4.候用校長認為此次混成課程對「執行力之助益」有重要影響，且對其「再參與國教院課程意願」及「推薦分享於同事」亦有重大影響。5.部分混成課程因其基本程序與相關法規相對複雜，需優先強化。6.候用校長上課發言品質與混成課程學習成效確實有相當緊密的關係。（二）數位評量建構方面：1.影片式情境評量在做法上具有創新性，但執行需注意細節方能達到成效。2.兩個情境題成績彼此相關性高，但是和申論性的紙本題相關性較低。3.情境題的作答滿意度和受試者的背景有相關。4.情境題的成績和線上課程的相關性較低。5.評分者信度相關達顯著，但相關性不高。（三）專業社群發展方面：1.校長對在職專業研習班、專業社群研習班及工作坊的研習過程及研習後看法之得分呈現中高程度。2.校長在職研習班及工作坊各組社群之討論可以促進成員更多元的思考與學習方式。3.國家教育研究院未來應持續辦理在職校長專業學習社群之相關研習活動。4.在研習過程與研習後，line群組的建立有助於在職校長的交流與分享。

　　The National Academy for Educational Research (NAER) has long been responsible for training k-9 school candidate and in-service principals, and also has future plans to train senior high school principals. In the current complex and ever-changing educational environment, there is indeed a need to precede a research project to improve NAER’s courses for offering the trained school principals professional and sustainable growths. This study is mainly divided into three parts, namely, blended learning courses design, digital situational assessment construction, and professional learning community development. The research purposes include: (1) Design and assess blended learning courses; (2) Construct digital situational assessment, and evaluate its reliability and validity. (3) Develop an appropriate workshop for in-service principal professional training in order to learn the mode of community operations. Questionnaire survey, focus group, and interview are employed in this research.

　　The main findings are as follows: (1) The blended learning courses have been proven to be effective in terms of candidate principals’ professional growth. (2) The blended learning courses are ranked high on rating of satisfaction by the candidate principals. (3) Although the candidate principals are satisfied with the blended learning courses, but they also think the implementation needs to be improved. (4) Some of the blended learning courses’ teaching methods need to be adjusted due to the relative complexity of basic procedures and related regulations. (5)The candidate principals’ quality of speaking in class and their learning outcome show a close relationship. (6) The video scenario assessment practice is innovative, but detail has to be noted during execution to achieve effectiveness. (7) The two scenario questions have a high correlation in terms of their scores, but they have a low correlation with constructive speech questions on paper. (8) The degree of operative process and result of principals’ professional learning communities and in-service workshops of primary and junior high schools is at medium high level.(9) To promote multiple thinking and learning through principals’ discussion in professional learning communities and in-service workshops.(10) In the future, National Academy for Educational Research shall carry out the related learning activities of principals’ professional learning communities. (11) In the learning process, and after the learning of in-service workshops, the establishment of line group will help the communication and sharing of principals of primary and junior high schools.