| Summary: | 碩士 === 國立政治大學 === 幼兒教育所 === 92 === The main purpose of this study was to: (1) Investigate current situation of director instructional leadership behaviors and teachers’ teaching effectiveness. (2) Explore director and teachers’ perceptual differences on these two areas. (3) Analyzing the relationships between director instructional leadership behaviors and teachers’ teaching effectiveness. (4) Explore the predictive power of director instructional leadership behaviors on the part of teachers’ teaching effectiveness.
To accomplish these purposes, the methods were adopted literature review, questionnaire and interview (telephone survey); both of which served as the basis of this study. In questionnaire aspect, the subjects included public and private kindergartens and nursery schools in Taiwan. The research was executed by questionnaire survey. “The Kindergarten and Nursery Directors’ Instructional Leadership Behavior and Teachers’ Teaching Effectiveness Questionnaire” was designed to collect data. By means of stratified two-stage simple sampling. The samples included 720 teachers, and 493 teachers with an effective return rate of 68.47%. The questionnaire data analyzed statistically by description statistics, reliability analysis, t- test, one-way ANOVA, Pearson-moment correlation analysis, canonical correlation, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 10.07 for Windows. Interviews had selected ten directors and teachers from the sample of questionnaire. The major results were summarized as follows:
A. In the aspect of director instruction leadership:
a. Instruction leadership behavior of director is above average. For directors, the best dimension is to “develop a supporting environment”.
b. Directors’ years of service have significant influences on director instruction leadership. Area, public and private, school size, and highest educational degree do not have any significant influences on director instruction leadership.
B. In the aspect of teachers’ teaching effectiveness:
a. Teachers’ teaching effectiveness is above average. For teacher, the best dimension is to “instructional interaction”.
b. Public and private, directors’ years of service, teachers’ age, teachers’ years of service, part-time administrative teachers have significant influences on teachers’ teaching effectiveness. Area, school size, highest educational degree of director and highest educational degree of teacher do not have any significant influences on teachers’ teaching effectiveness.
C. In the aspect of relationships between directors’ instructional leadership behaviors and teachers’ teaching effectiveness:
a. There was positive correlation existed between directors’ instruction leadership and teachers’ teaching effectiveness.
b. Directors’ instruction leadership did promote teachers’ teaching effectiveness.
In the last part, the researcher proposes some suggestions for the education authorities, the director training institution, the teacher training institutions, the preschool directors and teachers, and the future researchers based on the findings, hoping to benefit the development of preschool education in the future.
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