| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 92 === Abstract
The purposes of the present study are as follows:
1. Investigating the school culture and the effectiveness after selecting the principal in Taipei primary schools.
2. Analyzing different teachers’ evaluation on school culture and effectiveness.
3. Analyzing different school teachers’ evaluation on school culture and effectiveness.
4. Exploring the relationships among school culture, effectiveness and selecting the principal in Taipei primary schools.
5. Providing suggestions for Taipei City’s Department of Education on selecting the principals in primary schools.
The data was collected by a questionnaire including the scale of school culture and the scale of school effectiveness.
The participants were teachers and school administrators of 30 primary schools from 12 Taipei City districts. Sampling subjects were 700 with valid sampling of 663, reaching 94.71%. Data analysis included descriptive analysis, t-test, one-way ANOVA, Scheffe and Pearson correlations.
The main findings of the study are as follows:
1. Taipei City teachers’ awareness of school culture and effectiveness after selecting the principal is above the average.
2. Directors and special teachers’ evaluation on school culture, disciplines and value is high.
3. The evaluation of male teachers above 50 and directors on the leadership of the principal, communication and negotiation, curriculum and teaching, learning environment arrangement, students’ behavior and learning achievement is high.
4. In schools sized above 73 classes and 13-24 classes, teachers’ evaluation on school culture discipline is higher; in schools sized above 73 classes and 13-48 classes, teachers’ evaluation on school activities and value is higher.
5. In schools aged 21-40 and sized 13-24 classes, teachers’ evaluation on school effectiveness is higher; in schools aged 21-40 and sized below 48 classes and above 73 classes, teachers’ evaluation on principals’ leadership is higher; in schools aged 21-40 and sized 13-24 classes, teachers’ evaluation on communication and negotiation is higher; in schools aged 21-40 and sized above 73 classes, teachers’ evaluation on students’ behavior is higher; in schools aged 41-60 and sized 13-24 classes, teachers’ evaluation on learning achievement is higher.
6. The results show positive correlations in two aspects. Teachers with higher evaluation on selecting principals also have higher evaluation on school effectiveness; teachers with lower evaluation on school culture also have lower evaluation on school effectiveness.
Base on the findings, some suggestions were given as well.
key words: principal selection, school culture, school effectiveness
|
|---|
