INVESTIGATING THE TEACHERS’ CURRICULUM LEADERSHIP BEHAVIORS AND ITS AFFECTING FACTORS IN ELEMENTARY SCHOOLS﹘A STUDY IN TAIPEI CITY

• Main Authors: YANG-MEI-HUI, 楊美惠
• Other Authors: 徐超聖
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/50324098301160425537

碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 93 === The purpose of this study is to investigate the teachers’ curriculum leadership behaviors and their awareness on the involved affecting factors. Given that teachers play the central role in accomplishing curriculum reforms, to encourage teachers’ involvement and in view of the fact that the teachers’ curriculum leadership behaviors is influenced by various teaching contexts and by teachers’ individual properties, it is hoped that the findings from this research could play as a reference to teachers’ attending curriculum leadership. Participants in this research were chosen from the subject teachers, home room teachers, group heads and administration office directors of public/private elementary schools in Taipei City. Questionnaire and field data collection were adopted as the research method. The questionnaire titled “The Teachers’ Curriculum Leadership Behaviors and its Affecting Factors” was designed by the researcher herself. There are 655 returned copies proved effective. Sample means and standard deviations were studied. T-test, one-way ANOVA, and multiple stepwise regression were performed to analyze the data. The conclusions reveal that: 1. The Teachers’ Curriculum Leadership Behaviors in Taipei City is categorized above medium level. The behaviors of curriculum control is at the highest level, but teachers attending to draft curriculum evaluation plan is found at the lowest. 2. The Teachers’ Curriculum Leadership Behaviors in Taipei City is found significantly different across teachers’ ages, their teaching years, the posts they hold, being in curriculum developing groups or not, or being as a section group convener once or not. 3. The size of school, whether public or private, and whether being an experimental school of Grade 1—9 Curriculum or not, were other factors that caused the practice to be significantly different. 4. Teachers’ awareness on the affecting factors of teachers’ curriculum leadership in Taipei City is categorized above medium level. Organization operation is at the highest level in all dimensions. The principal as curriculum leader is at the lowest. 5. Teachers’ awareness on the affecting factors of teachers’ curriculum leadership is found significantly different across their different ages and the posts they hold. 6. The size of school, whether public or private, and their curriculum plans being awarded once or not, also caused teachers’ awareness to be significantly different. 7. Considering various factors, including teachers individual properties, the background of the school and that affecting teachers’ curriculum leadership, into multiple stepwise regression analysis to predict the teachers’ curriculum leadership behaviors, results show that the factor of teachers individual properties are the most powerful predictive variable（at 26.2% single factor）in general, and organization operation vs. co-operatively planning teachers’ professional upgrading is the most powerful predictive variable (at 27.1% single dimension) among six dimensions of teachers’ curriculum leadership behaviors. Based on above conclusions, the author will suggest the followings: 1. to the educational administration organizations a. They should encourage teachers to develop teaching materials, create teaching methods, and cooperate in teaching. So teachers would work together to develop curriculum and improve teaching. b. They should encourage teachers’ training institutes to cooperate with elementary school teachers. By incorporating theory with practice, they can work together to cultivate the Grade 1—9 Curriculum. c. They should endeavor to train curriculum leaders, design related training curriculum and upgrade teachers’ knowledge in the leadership. 2. to the school administration team force a. The principal and the director of teaching affairs should encourage and cultivate more teachers for the curriculum leadership, to upgrade curriculum development and common research practice in the school. b. They should initiate campus cooperation, assist teachers to build up their professional team work and let the competent/influential teachers act as leaders. c. They should encourage teachers to share their field experiences of curriculum designing and teaching with peers in their Wednesday afternoon study, and exchange interschool experience in weekly forum to expand teachers’ knowledge power and influences. 3. to teachers’ curriculum leaders a. They should step outside the classrooms to look for dialogue partners to elaborate their curriculum leading functions. b. They should grasp the spirit of the Grade 1—9 Curriculum and lead their peer teachers to develop curriculum. c. Through the process of developing curriculum, they should work out an appropriate model for their grade and for operation. 4. to future researchers a. Regarding research methods: They could apply case studies or participate in field observations to explore the topic more profoundly. b. Regarding research scope: They could include more other cities besides Taipei to study the deviations in those areas for future reference in promoting and improving the teachers’ curriculum leadership behaviors. c. Regarding research subjects: They could include parents to the subjects to investigate their viewpoints and study their influences on the curriculum leadership.