國民小學校長與教師對「校長教學領導」行為知覺度之研究

• Main Author: 鮑世青
• Other Authors: 李安明
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/25637736022512385483

碩士 === 國立新竹師範學院 === 學校行政碩士班 === 89 === The purpose of this study was to (1) investigate elementary school principals’ and teachers’ perceptions of principals’ instructional leadership behaviors, (2) explore the differences of elementary school principals’ and teachers’ perceptions of principals’ instructional leadership behaviors given their background variables, (3) explore the differences of elementary school principals’ and teachers’ perceptions on the part of principals’ instructional leadership behaviors. The major instrument “Elementary school Principals’ and Teachers’ Perceptions of Principals’ Instructional Leadership Behaviors Questionnaire” was designed to collect data. A sample of 148 principals and 1385 teachers was generated and returned data were analyzed through mean, standard deviation, t-test, and one-way ANOVA. The major results were summarized as follows: 1. No significant differences were found on the part of principals’ perceptions of principals’ instructional leadership behaviors, given the consideration of principals’ background variables. 2. No significant differences were found on directors’ perceptions of principals’ instructional leadership behaviors, given the consideration of their sex, age, educational and school size background variables. 3. Significant differences were found on directors’ perceptions of principals’ instructional leadership behaviors, given the consideration of their year of experience. 4. Significant differences were found on teachers’ perceptions of principals’ instructional leadership behaviors, given the consideration of their differences sex, year of experience, educational and school size background variables. 5. Significant differences were found on principals’ and teachers’ perceptions of principals’ instructional leadership behaviors. 6. Elementary school principals’ and teachers’ perceptions of principals’ instructional leadership behaviors are very highly. 7. Development of supportive working environment, encourage teachers become teachers leaders and promote professional growth are the most often perceived instructional leadership behaviors by elementary school principals and teachers. Based on research results, the study proposes the following suggestions: 1. Educational authorities should plan appropriate the school size to create a more constructive environment for principals’ instructional leadership behaviors. 2. Elementary school principals should devote themselves to inservice training process continuously, and be more active to play the role of instructional leadership. Moreover, principals should work with teachers as a team in order to promote the quality of instructional leadership. 3. Elementary school teachers should establish instructional leadership concept, assist principal in practicing instructional leadership, and devote themselves to inservice training process continuously. 4. Elementary school teachers should foster instructional leadership concept, equip themselves with instructional professional knowledge, so as to reach school educational goal.