| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 93 === This study researches into the essential competencies and the needs for professional development of primary school principals in four northern counties. It also provides suggestions for training institutions and education department of local governments. The study uses self-made questionnaire— “The Essential Competencies and Professional Development Needs of Primary School Principals” as its tool. The collected data was analyzed by an average, percentage, t-test and factor analysis to inspect what basic competencies the principals should possess and the needs for professional development. Also, it is to know the importance of essential competencies to principals of different factors and their professional needs. Through the analysis, the findings are as following:
1. According to the analysis, identification of the essential competencies of principals falls on over “important.”
2. The essential competencies that primary school principals consider they should possess are, from the highest scores to the lowest, “interpersonal relationship,” “administrative management,” “professional abilities,” and “professional knowledge.”
3. According to the analysis, the identification of professional development for primary school principals falls on over “required.”
4. The needs of principals’ professional development include, from the highest scores to the lowest, “administrative management and change leadership,” “professional responsibility and professionalism,” “public relationship and resource integration,” and “instructional leadership and curriculum development.”
5. Principals of different sex and educational backgrounds show significant differences in identifying with the importance of essential competencies.
According to above findings, this study offers the following suggestions:
1. For the training institution of primary school principals, plan programs on essential competencies and professional development.
2. Continue to hold the essential competencies cultivation program and professional development training.
3. Establish a principal cultivation and promotion center.
4. Implement principal evaluation and certificate system.
5. Strengthen principals’ life learning concept and uplift their basic competencies.
6. Adjust principals’ attitudes, promote self-evaluation and enhance their professional knowledge.
7. Emphasize the cultivation of principals’ ability in instructional leadership: the ability in helping teachers in teaching and attaining the teaching goals.
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