A study of relationship between elementary school principals'''' instructional leadership and teachers'''' teaching effectiveness

• Main Authors: Shin-Pao Lee, 李新寶
• Other Authors: An-Ming Li
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/40301997476722261935

碩士 === 國立新竹師範學院 === 學校行政碩士班 === 89 === A Study of Relationship Between Elementary School Principals’ Instructional Leadership and Teachers’ Teaching Effectiveness By Shin-Pao Lee ABSTRACT The main purpose of this study was to (1) investigate current situation of elementary principals’ instruction leadership behaviors and teachers’ teaching effectiveness, (2) explore principals’ and teachers’ perceptive differences on these two areas, (3) analyzing the relationships between principals’ instruction leadership behaviors and teachers’ teaching effectiveness, and (4) explore the predictive power of principals’ instruction leadership behaviors and teachers’ teaching effectiveness. The instrument comprises two parts: Elementary School Principals’ Instruction Leadership Behaviors Scale and Elementary School Teachers’ Teaching Effectiveness Scale was designed to collect data. A sample of 71 principals and 923 full-time, part-time teachers and administrators was generated and returned data were analyzed through mean, standard deviation, t-test, One-way ANOVA, canonical correlation, and multiple stepwise regression analysis. The major results were summarized as follows: 1.Principals have higher degree of perception than teachers when it comes to perceive principals’ instruction leadership behaviors and teachers’ teaching effectiveness. 2.Significant differences were found on the part of teachers’ perceived principals’ instruction leadership behaviors, given the consideration of teachers’ different gender, age, serving years, and school size. While no significant differences were found on the part of teachers’ perceived principals’ instruction leadership behaviors, given the consideration of teachers’ different educational background. 3.No significant differences were found on the part of principals’ perceived principals’ instruction leadership behaviors, given the consideration of principals’ different gender, serving years, educational background, and school size. While significant differences were found on the part of principals’ perceived principals’ instruction leadership behaviors, given the consideration of principals’ age. 4.Significant differences were found on the part of teachers’ perceived teachers’ teaching effectiveness, given the consideration of teachers’ different gender, age and serving year. While no significant differences were found on the part of teachers’ perceived teachers’ teaching effectiveness, given the consideration of teachers’ different educational background, school size. 5.No significant differences were found on the part of principals’ perceived teachers’ teaching effectiveness, given the consideration of principals’ different gender, age and serving year, educational background. While significant differences were found on the part of principals perceived teachers’ teaching effectiveness, given the consideration of principals’ different school size. 6.Significant canonical correlation were found between principals’ instruction leadership behaviors and teachers’ teaching effectiveness. 7.Principals’ and teachers’ different variation of background and principals’ instruction leadership behaviors have significant prediction to teachers’ teaching effectiveness. While principals’ instruction leadership behaviors has stronger prediction. Based on research results, the study proposes the following suggestions: 1.Educational authorities should be (1) more active involving teachers’ training and workshops of instructional leadership, (2) ensure the curriculum quality, (3) reduce the school size to ensure small classes and small schools. 2.Elementary school principals should (1) devote themselves to inservice training process and establish instructional leadership, (2) promote teaching ability and teaching effectiveness of young and new teachers, (3) pay more respect toward senior teachers and encourage their devotion of their teaching skills, (4) concern male teachers and promote their teaching effectiveness. 3.Teachers should (1) promote teaching ability and teaching effectiveness, (2) identify with the instructional leadership and support principals’ instructional leadership. 4.Future studies should (1) enlarge the sample to all of the public and private elementary schools and junior high schools in Taiwan, (2) change research methods: according to the situation to add or decrease study dimension or toward quality research or movement research, (3) study variables: to increase different background variables or develop further research in schooling atmosphere, students’ outcome in class, professional development of teachers, contentment of teaching job. Key Word: Elementary School Teacher 、Principals’ Instructional Leadership 、Teachers’ Teaching Effectiveness