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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98201


    Title: 國民小學校長知識領導之研究：角色知覺與踐行
    Other Titles: A Study on Principals` Knowledge Leadership in Elementary Schools: Role Perceptions and Practices
    Authors: 吳清山 ; 賴協志
    Keywords: 校長知識領導;角色知覺;創新典範策略;知識分享策略
    Principals` knowledge leadership ; Role perception ; Innovation ideal strategy ; Knowledge sharing strategy
    Date: 2007-06
    Issue Date: 2016-06-22 10:07:27 (UTC+8)
    Abstract: 本研究旨在探討國民小學校長知識領導的角色知覺、踐行困境與有效的解決策略。為達成上述目的，本研究採用問卷調查法，獲得以下結論：1.國民小學校長知識領導最應扮演角色為「知識分享者」，而實際扮演角色最多者為「知識激勵者」；2.國民小學校長知識領導應該扮演角色與實際扮演角色具有落差存在；3.不同性別和學歷的國民小學校長對知識領導角色知覺無顯著差異；4.國民小學校長知識領導踐行最主要的困境為校內缺乏合作分享氣氛；5.解決校長知識領導踐行困境的策略中，創新典範策略、知識分享策略、成效評估策略、人力資源策略、資訊設施策略和制度規範策略均屬有效策略，其中以創新典範策略為最重要。針對上述結論，提出相關建議，以供參考。
    The purposes of this research are to explore role perceptions, difficulties and solving strategies of principals’ knowledge leadership in elementary schools. To achieve the purposes, this research adopted a questionnaire survey. The conclusions of this research are as follows: 1. “Knowledge sharer” is the key exponent of principals’ knowledge leadership in elementary schools, but the practice role of knowledge leader is “knowledge motivator”. 2. There is a gap between ideal and practice roles of principals’ knowledge leadership in elementary schools. 3. There are no significant differences in role perceptions of principals’ knowledge leadership in elementary schools in terms of their genders and academic background. 4. The main difficulty is the lack of cooperative and sharing atmosphere among schools while promoting knowledge leadership. 5. The solving strategies include “the innovation ideal strategy”, “the knowledge sharing strategy”, “the effect evaluation strategy”, “the human resource strategy”, “the information technology strategy” and “the institution code strategy”. The most effective strategy is “the innovation ideal strategy”. Based on the conclusions, this research puts forth the suggestions in regard to principals’ knowledge leadership.
    Relation: 教育與心理研究, 30(2),1-29
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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