| Summary: | 碩士 === 淡江大學 === 教育政策與領導研究所 === 91 === Abstract:
The main purpose of this study is to explore the relationship between 360-degree feedback attitude and implementing learning school theory of directors of elementary school. First, investigate elementary school directors’ attitude toward 360-degree feedback and implementing learning school theory in the current situations. Second, explore the differences of 360-degree feedback attitude and learning school theory with demographic variables from directors’ standpoints. At last, to probe into the attitude toward 360-degree feedback as predictor of learning school theory.
Data were gathered from directors during 2002 school year. Seven hundred and four questionnaires were mailed to directors in Taipei County and City public elementary school with 464 returned usable survey for a return rate of 65.9%. Quantitative analytic procedures included descriptive analysis, t-test, one-way ANOVA, Pearson correlation, path and multiple regression analysis.
1. Investigate elementary school directors’ self-esteem, the perception of raters’ ability in rating and their attitude toward 360-degree feedback and learning school theory in the current situations.
(1) There was more positive attitude toward self-esteem and the perception of raters’ ability in rating for directors.
(2) There was more positive attitude toward 360-degree feedback for directors.
(3) There was more positive attitude toward learning school theory for directors.
2. There are a few of major distinctions in the elementary school directors’ attitude toward 360-degree feedback with directors’ demographic variables.
(1) Male directors’ attitude toward 360-degree feedback were better than female directors.
(2) There was more positive attitude toward 360-degree feedback for directors above 41.
3. There are a few of major distinctions in the elementary school directors’ attitude toward learning school theory with directors’ demographic variables.
(1) The directors’ attitude toward learning school theory in Taipei County were better than Taipei City.
4. There was significantly positive correlation between 360-degree feedback and learning school theory.
5. 360-degree feedback attitude had proved to be the most consistent predictors of learning school theory, furthermore, perception of receivable result was the highest predictor.
Based on the study findings, recommendations were made for educational administration institutive, for elementary school and directors, and for future study.
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