| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Abstract
The purpose of this study is to explore the perceptions of the principals’ role expectations and role performance in Taipei public elementary schools. It looks into the principals’, teachers’ and parents’ differences in conception toward the role expectations and performances of Taipei public school principals. In addition, this study investigates the various background factors related to this issue. According to the results, concrete suggestions are provided which may serve as reference for educational authorities and elementary school principals.
Questionnaires are used in this study. All questions were self-designed for the purpose of the study, and data regarding the views of the subjects on this issue were gathered. The subjects included principals of Taipei public elementary schools, teachers, and parents. A random distribution of 70% of the total number of public schools in Taipei, that is, 98 public elementary schools were drawn as subject targets for this study. The principals serving in these 98 public elementary schools were asked to fill out the questionnaire. Five teachers and two parents from each of the target schools were chosen randomly to fill out the questionnaire. Valid questionnaires of 575 out of the total number 784 questionnaires served as the target sample for analysis. SPSS 11.0 for Windows software was used to analyze the data collected. Results and conclusions of this study are as below:
1. The average score gathered from the questionnaires show at least 4.09, with a majority falling in the category of “highly agree”. The subjects also feel that the 8 different role expectations of a Taipei public school principal are very important. However, differences in the role expectations still exist, with the “encouragement role” showing the highest expectation, and the “decision-maker role” showing the lowest expectation.
2. The average score gathered from the questionnaires show at least 3.81, with a majority falling in the category of “approximate accomplishment”. Also, a majority feel that the 8 different perceptions of role performance should fall in the category of being “very good”. However, differences in the perceptions of the role performance of a Taipei public school principal still exist, with the “management role” showing the highest performance, and the “monitoring role” showing the lowest.
3. The differences in the perceptions of the principals’ role expectations and role performance in Taipei public elementary schools are highly significant. These roles include: leadership, planner, communicator, management, monitor, encouragement, and public relations officer. The only role that shows no significant difference is the decision-maker role.
4. The views between principal-teacher and principal-parent regarding a principal’s expectation to be a leader, decision-maker, manager and public relations officer showed significant differences. Results showed significant difference between principal-teacher only in the expectation of the communicator role, and between principal-teacher only in the expectation of the monitor role. However, there was no significant difference in the roles of a planner, encourager, etc.
5. The views between principal-teacher and principal-parent regarding a principal’s performance in his role as a decision-maker, communicator, manager, and encourager showed significant differences. Results showed significant difference between principal-teacher only in the performance of the leadership role, while there was no significant difference in the monitor role.
6. The views between principal-parents regarding expectations and performance of the various roles show no significant differences.
7. Gender was one factor that showed a significant difference regarding the role of a principal as an encourager, in that male principals place more emphasis on this issue than female principals do. Differences in the subjects’ education background show difference in standard but no significant difference regarding a principal’s manager role expectation.
8. Principals of different education background show significant differences regarding a principal’s performance role as a communicator, manager, monitor, encourager. Among these roles, through the application of Scheffe’s comparison method, it was found that the perception of role performance was higher among principals with educational background from Teachers’ Colleges or regular universities. The perception of role performance was much higher than that of those principals with doctorate degrees. Subjects with a master degree also show higher perceptions regarding the role performance of principals in Taipei public schools that those subjects with a doctorate degree.
9. Principals with different education background show differences in perception on the principals’ role expectation and role performance, only a few show significant differences.
Key words: public elementary school principals； role expectation；
role performance.
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