A Study of Principals'' Curriculum Leadership and Teachers'' Teaching Effectiveness in Kindergarten

• Main Authors: Fang-chen Kuo, 郭芳辰
• Other Authors: Ju- Chieh Huang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/auy23x

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 94 === This study aims to delving into the relationship between principals’ curriculum leadership and teachers’ teaching effectiveness in kindergarten. Apart from using literatures to discuss the theories and related researches for principals’ curriculum leadership and teachers’ teaching effectiveness in kindergarten, this study adopts questionnaire and interview surveys by collecting questionnaire and interview data about principals’ curriculum leadership and teachers’ teaching effectiveness from registered public and private kindergartens in Miaoli County, Taichung County, Taichung City, and Changhua County. By cluster sampling to conduct the sampling, a total of 589 questionnaires were distributed with 384 effective ones retrieved (effective retrieve rate is 65.20%). The study tool used is self-designed “Questionnaire of Principals’ Curriculum Leadership and Teachers’ Teaching Effectiveness in Kindergarten.” After retrieving questionnaires, statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-moment correlation, and Scheffe multiple comparison were used to conduct data analysis. In the respect of interview survey, the phone interview on two kindergarten principals and three kindergarten teachers was conducted. Findings of this study bring out five conclusions given below: 1. It shows a good status for kindergarten principals’ curriculum leadership which has widely earned positive affirmation and recognition from teachers widely, among which the aspect of “Enhancement of Teachers’ Professional Growth” is considered important. 2. Affected by background variables such as “area in which the kindergarten is located” and “nature of kindergarten”, principals’ curriculum leadership differs. 3.Generally, kindergarten teachers’ teaching effectiveness presents good performance. 4.Affected by background factors such as “nature of kindergarten”, “teachers’ teaching seniority”, “teachers’ age”, “teachers’ academic degree”, and “taking charge of administrative duties concurrently”, it appears difference for kindergarten teachers’ teaching effectiveness. 5. It presents positive correlation for relationship between principals’ curriculum leadership and teachers’ teaching effectiveness in kindergarten. Finally, we would come up suggestion for competent authorities in educational administration, kindergarten principals, kindergarten teachers, and future studies according to findings, in the hope that these suggestion benefit to future development for early childhood education. Keywords: Principal of kindergarten, Teacher of kindergarten, Curriculum Leadership, Teaching Effectiveness.