| Summary: | 博士 === 國立中正大學 === 教育研究所 === 94 === The purpose of this study was to develop professional indicators of elementary and junior high school principals and to investigate the current status of principals’ competence. The study included two stages—theory construction and empirical analysis. At the first stage, the study analyzed contents of principal’s competence in native and foreign countries through literature reviews. It included 4 sections, 12 categories and 93 competence indicators. After three times of Delphi technique were used to survey experts’ opinions on these indicators, it finally generalized 4 sections, 12categories, and 72 competence indicators. At the second stage, 333 questionnaires of “Competence Indicators of Elementary and Junior High School Principals” were responded by 302 elementary and junior high school principals. Data were analyzed with descriptive statistics, correlation analysis, one-way ANOVA, t-test, and stepwise multivariate regression.
The results were as follows:
A. Analysis of principal’s professional competence included four parts.
1. The categories of principal’s professional competence which native and foreign experts all emphasized were school administration, campus human resource, school’s external resource and professional competence.
2. The categories of principal’s professional competence which were stressed by Native and foreign educational organizations were school administration, campus human resource, school’s external resource, instruction leadership and professional competence.
3. Depending on the comparative researches of principal’s professional competence, it focused on school administration, campus human resource, school’s external resource, professional competence, educational budgets and resource.
4. According to the general analysis of principal’s professional competence by native and foreign experts and educational organizations, school administration, campus human resource, school’s external resource, professional competence and instruction leadership accounted for over 70%.
B. The most important indicator of elementary and junior high school principal’s professional competence constructed by Delphi technique was not as same as the
highest scores of professional competence possessed by current principals. It accounted for the principal’s lack of professional competence in the most important indicator.
C. The empirical analysis of principal’s current professional competence
1. The scores on the sections of current elementary and junior high school principal’s competence indicators were between 4.24 and 4.44. The scores on the categories were between 4.12 and 4.53.
2. The professional competence of the principals with different areas, educational backgrounds, and school locations was remarkably diverse on the categories of principal’s competence indicators.
3. The professional competence of the principals with different genders and seniority didn’t have obviously difference on the categories of principal’s competence indicators.
D. The correlation of principal’s professional competence and interpretation
1. The four sections of principal’s professional competence had highly relation to each other. Its correlation coefficient was between 0.771 and 0.830. Besides, the twelve categories also had high relation to each other. Its correlation coefficient was between 0.519 and 0.774.
2. Competence categories of policy implementation, students’ learning and achievement, instruction leadership, knowledge management, school’s external resource and class size made an efficient description of categories of curriculum leadership on principal’s competence indicator. Total explanatory capability was 63.9%.
3. Policy implementation, professional competence, school administration, curriculum leadership, regions, decision-making on administrative affairs, and students’ learning and achievement made an efficient description of categories of knowledge management on principal’s competence indicator. Total explanatory capability was 63.70%.
4. Policy implementation, school administration, campus human resource, professional competence, and knowledge management made an efficient description of categories of curriculum leadership on principal’s competence indicator. Total explanatory capability was 66.4%.
5. Policy implementation, campus human resource, curriculum leadership, general accomplishment, educational budgets and resource, and school’s external resource
made an efficient description of categories of students’ learning and achievement on principal’s competence indicator. Total explanatory capability was 69.3%.
6. School administration, curriculum leadership, decision-making on administrative affairs, students’ learning and achievement, and general accomplishment made an efficient description of categories of policy implementation on principal’s competence indicator. Total explanatory capability was 75.6%.
7. Curriculum leadership, school administration, general accomplishment, school’s location, education background, and decision-making on administrative affairs made an efficient description of categories of instruction leadership on principal’s competence indicator. Total explanatory capability was 49.2%.
8. Policy implementation, decision-making on administrative affairs, educational budgets and resource and knowledge management made an efficient description of categories of school administration on principal’s competence indicator. Total explanatory capability was 70.5%.
The suggestions are as follows:
A. The suggestions of principal’s training, evaluation and certification system
1. Principal’s professional competence indicators constructed by the research and the description of current principals’ competence can be a basis for elementary and junior high school principal’s training.
2. Principal’s competence indicators can be a basis for principal’s evaluation.
3. Criterion of principal’s certification can be constructed from the indicators of principal’s professional competence.
4. The arrangement for principal’s training, evaluation and certification system should emphasize the completeness of principal’s competence training.
B. The suggestions of principal’s professional development and growth plan
1. Resource network of principal’s professional competence can be built on the principal’s competence indicators and the current principal’s competence situation.
2. Realizing current principal’s competence situation can be a basis for principal’s professional development by.
3. Academic deliberation of principal’s professional development can be focused on difference of principal’s competence and subjects that are neglected.
C. The suggestions of principal’s professional renovation
1. Principal’s competence indicators and different competence can be a basis for development of principal’s professional competence.
2. Principal’s competence checklist can be framed as principal’s self-criticism, renovation and development.
3. Principal’s learning community web can be set up by network information platform.
The suggestions of further study are as follows:
1. The contents of the indicators should be adjusted according to educational trend.
2. The condition of principal’s competence could be tested and compared every year.
3. Competence of principals in private and public elementary and junior high schools could be compared and discussed.
4. Principal’s competence could be verified by different indicator’s construction.
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